Perceptions of Degree Value and Employment Readiness of ... · PDF fileTanner | 2 Statement by the Author This thesis has been submitted in partial fulfillment of requirements for

Perceptions of Degree Value and Employment Readiness of Recent CALS Graduates:

A follow-up study

By

Andie M. Tanner

Copyright © Andie M. Tanner 2014

A Thesis Submitted to the Faculty of the Department of Agricultural Education at

In partial fulfillment of the requirements for the degree of

Master of Science

In the Graduate College

The University of Arizona

2014

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Statement by the Author

This thesis has been submitted in partial fulfillment of requirements for an advanced

degree from The University of Arizona and is deposited in the University Library to be made

available to borrowers under the rules of the library.

Brief quotations from this thesis are allowable without special permission, provided that

accurate acknowledgment of the source is made. Requests for permission for extended quotation

from or reproduction of this manuscript in whole or in part may be granted by the head of the

major department or the Dean of the Graduate College when in his or her judgment the proposed

use of the material is in the interests of scholarship. In all other instances, however, permission

must be obtained from the author.

Approval by Thesis Director

This thesis has been approved on the date shown below:

Dr. Ryan Foor

Associate Professor

Director of Graduate Studies

Department of Agricultural Education

Date

Signed:

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Dedicated to my wife, Natalee.

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Acknowledgements

Thank you to the Department of Agricultural Education at the University of Arizona for

giving me the opportunity to refine my skills as an educator and as a researcher.

Thank you Dr. Ryan Foor for your guidance, criticism (constructive), mentoring, honest

advice, and friendship. This project would have taken much longer without your help.

Thank you Mr. Quint Molina for your advice, guidance, mentoring, and friendship

throughout my undergraduate and graduate careers.

Lastly, thank you to the graduates of CALS from 2011, 2012, and 2013. Without your

input, this project would not have been possible.

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Table of Contents

Chapter I: Introduction .....................................................................................................................9

Problem Statement ......................................................................................................................10

Purpose and Objectives ...............................................................................................................10

Definition of Terms.....................................................................................................................10

Limitations of the Study..............................................................................................................11

Basic Assumptions ......................................................................................................................11

Significance of the Problem ........................................................................................................11

Application ..................................................................................................................................12

Chapter II: Review of the Literature ..............................................................................................14

Theoretical Foundation ..............................................................................................................14

Utilizing Follow-up Studies ........................................................................................................17

Accountability of the Institution .................................................................................................18

Objectives of Follow-up Studies .................................................................................................19

Program of Study Evaluation ......................................................................................................20

Academic Advising .....................................................................................................................21

Career Services ...........................................................................................................................21

Alumni Engagement ...................................................................................................................22

Professional Development and Career Preparation ....................................................................23

CALS Graduate Skill Integration Model ....................................................................................26

Conceptual Framework ...............................................................................................................27

Chapter III: Procedures ..................................................................................................................31

Purpose and Objectives ..............................................................................................................31

Research Design..........................................................................................................................31

Population and Sampling ............................................................................................................31

Instrumentation ...........................................................................................................................31

Instrument Validity and Reliability ............................................................................................32

Pilot Study ...................................................................................................................................33

Data Collection ...........................................................................................................................34

Data Analysis ..............................................................................................................................37

Chapter IV: Results .....................................................................................................................38

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Description of Population ...........................................................................................................39

Objective One .............................................................................................................................39

Objective 2 ..................................................................................................................................47

Objective 3 ..................................................................................................................................58

Objective 4 ..................................................................................................................................61

Chapter V: Discussion ..................................................................................................................64


Conclusions of Objective One ....................................................................................................65

Implications of Objective One ....................................................................................................68

Objective One Recommendations to Practice.............................................................................69

Conclusions of Objective Two....................................................................................................70

Implications of Objective Two ...................................................................................................72

Objective Two Recommendations to Practice ............................................................................72

Conclusions of Objective Three..................................................................................................73

Implications of Objective Three .................................................................................................73

Objective Three Recommendations to Practice ..........................................................................74

Conclusions of Objective Four ...................................................................................................75

Objective Four Recommendations to Practice ............................................................................75

List of References ..........................................................................................................................76

Appendix A: Stratification of sample ............................................................................................84

Appendix B: Copy of the instrument .............................................................................................87

Appendix C: Panel of experts ......................................................................................................104

Appendix D: Pre-notice contact email .........................................................................................116

Appendix E: First-contact email ..................................................................................................118

Appendix F: Second-contact email ..............................................................................................121

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Appendix G: Third-contact email ................................................................................................123

Appendix H: Final-contact email .................................................................................................126

Appendix I: List of majors ...........................................................................................................129

APPENDIX J: Student responses ................................................................................................131

APPENDIX K: Student responses ...............................................................................................137

APPENDIX L: Open-ended questions regarding CALS .............................................................139

APPENDIX M: IRB approval ....................................................................................................143

APPENDIX N: Student responses ..............................................................................................145

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ABSTRACT

The College of Agriculture and Life Sciences (CALS) at the University of

Arizona (UA) aims to provide the highest quality educational experience available. When CALS

graduates leave the college and enter the workforce, they are in a unique position to analyze and

critique their experience within CALS. Evaluating this information will allow CALS to

determine if the curricula and degrees are properly preparing students to be effective and

prepared within the workforce.

Follow-up studies have been used extensively to evaluate the effectiveness of college

programs and their effectiveness in preparing graduates for employment. By using follow-up

studies to evaluate graduate perceptions of degree value and employment readiness, CALS may

gather information that will aid in making better informed decisions regarding the adjustment of

curricula or the various programs within CALS. CALS must ensure that they are adequately

preparing graduates in order that they remain competitive in the global economy.

The design of the study was descriptive survey research. The survey was designed to

assess educational experience of graduates from the College of Agriculture and Life Sciences

(CALS) at the University of Arizona (UA). The assessment was used to evaluate perceptions of

degree value and employment readiness of CALS graduates from 2011, 2012, and 2013.

The target population of this study consisted of CALS graduates from the classes of

2011, 2012, and 2013. The population was comprised of graduates within the 10 academic units

of CALS, covering 16 majors. The data from this study may be used by stakeholders to evaluate

the effectiveness of CALS in their preparation of graduates for employment. Collecting graduate

input will allow the administration of CALS to better evaluate and implement alterations to

curricula or programs to better suit the needs of graduates and employers.

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This study focused on graduate perceptions of both degree value and employment

readiness. Degree value is the value a graduate places on the degree they acquired from CALS

and the UA. Graduate perceptions were evaluated using the Net Promoter Score (NPS) which is

used in various industries to gauge customer satisfaction. Degree value was also evaluated using

items that related to a graduates access to academic advising, career service, and alumni

engagement. Employment readiness of graduates was evaluated using items that evaluated

perceptions related to seven skills including: communication, decision-making/problem-solving,

self-management, teamwork, professionalism, experiences, and leadership.

CALS graduates were satisfied with their time at the UA, however, they were less

satisfied with their degree selection within CALS. The lack of satisfaction with CALS was

primarily from the lack of access and knowledge of Career & Academic Services. Many

graduates cited having no knowledge of the services provided and as a result found difficulty in

finding related internships or work-experiences related to their degrees before graduation.

Overall, graduates were satisfied with CALS ability to prepare them for careers, but were less

satisfied with their degree selection from CALS.

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Chapter I: Introduction

The College of Agriculture and Life Sciences (CALS) at the University of Arizona (UA)

aims to provide the highest quality educational experience available. The mission of CALS is to

educate students and communities in ways that enable their future success in the regional and

global economies. CALS works in six distinct, yet interconnected and independent focus areas:

environment, energy and natural resources, plant, insect, and microbe systems, health and food

safety, families and communities, animal systems and commerce (2013-2017 CALS Strategic

Plan, p. 7 ). Within the CALS mission statement lays the ideal that each graduate is both

prepared and ready to enter the workforce. Proper preparations for employment will in-turn

improve the perceived values of educational degrees and employment readiness. In order to

properly prepare and equip students, CALS must develop and implement innovative curricula,

encourage industry and the community to participate in student learning, explore and develop

structures for students to participate in global learning and create a structure to support

leadership, communication and education to prepare students for career placement (2013-2017

CALS Strategic Plan, p. 32).

In order to achieve the mission, the college must provide continuously evolving curricula

and teach relevant skills to students to remain globally competitive. To ensure academic

programs are advancing within a timely manner and program alterations are relevant, a follow-up

survey should be used to evaluate graduate perceptions and critical analyses of programs

(Barkley, 1993). The studies can determine where the successes and failures lie and can provide

direction on how to build upon the curriculum to improve student learning (University of

Arkansas, 2007). Follow-up surveys allow institutions to evaluate the perceived degree value

and employment readiness of graduates. The evaluation of degree value and employment

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readiness can then be used to implement changes within the institution to better prepare

graduates for careers related to their majors.

Problem Statement

What are the perceptions of degree value and employment readiness from recent

graduates of the College of Agriculture and Life Sciences at the University of Arizona?

Assessment is needed in higher education to provide accountability for public funds, to ensure a

well-prepared work force and to improve effectiveness of programs (Wade, Williams, Bekkum,

& Steffen 1998). Assessing graduates from CALS will allow insight into needed implementation

of change to address the varying needs of industries and overall effectiveness of programs.

Purpose and Objectives

The purpose of this study was to assess graduates from the College of Agriculture and

Life Sciences at the University of Arizona and their perceptions of degree value and employment

readiness. The following research objectives guided the study:

1. Describe the perceptions of recent CALS graduates on degree value

2. Describe the perceptions of recent CALS graduates on employment readiness

3. Describe the perceptions of recent CALS graduates towards their program of study

4. Describe the employment experience and status of recent CALS graduates

Definition of Terms

Degree value- the importance, economic worth or usefulness of the degree

Employment readiness- is the possession of the skills necessary to meet the challenges of

technological advances, organizational restructuring, and global economic competition as

defined by McLarty and Vansickle (1997).

Recent graduate- a student who graduated from CALS between 2010, 2011 and 2012

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Program of Study- the degree or focus area of a CALS student

Limitations of the Study

The findings of this study are limited to CALS graduates of UA and the respondents of

the study. As a result, the data may not be applicable to other graduates or institutions similar to

CALS. The study was limited by the individuals in the population who had a working email

address and could receive the online questionnaire. The individuals being measured may be a

source of error; fluctuations in motivation, interest, level of fatigue, physical, memory, health

and anxiety may influence and affect results (Ary Jacobs, Razavieh, & Sorenson, 2009). Lastly,

non-response errors and measurement errors are potential threats to validity in follow-up

surveys. In order to reduce measurement errors, a panel of experts reviewed the instrument for

content and face validity.

Basic Assumptions

A major assumption of the study was that participants’ responses accurately reflected

their perceptions of degree value. Another assumption was that the respondents accurately rated

their employment readiness. Lastly, in relation to employment readiness, the researcher assumed

that participants accurately recalled their undergraduate experience in CALS.

Significance of the Problem

Agriculture is continuously changing. Technology, humanity’s needs and finite resources

are all influencing agricultural practices, methods and the need for education. In order to address

the needs of humanity, universities and career preparation institutions must provide a well-

educated and prepared workforce to confront the problems that face the success of civilization.

The results of the constant change in human’s needs result in the need for continual and

persistent change in our workforce and education. Career preparation institutions such as CALS,

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must constantly evaluate the needs of their students and the needs of the economy in order to

provide a well-educated and well-prepared workforce.

When CALS graduates leave the institution and enter the workforce, they are in a unique

position to analyze and critique their experience within CALS. Evaluating this information will

allow CALS to determine if the curricula and degrees are properly preparing students to be

effective and prepared within the workforce. In order to remain efficient, effective and globally

competitive within each area, CALS must regularly evaluate and monitor its various programs

and courses to ensure optimal performance and relevance. In doing so, CALS will gain insight

into the perceived values of degrees and employment readiness of the graduates.

In 1998, Foster and Hartney, designed and piloted a graduate follow-up survey for

students of the College of Agriculture from the University of Arizona. This survey was utilized

in an ongoing effort to determine the quality of the educational experience of CALS graduates

from UA (Foster & Hartney, 2000). The instrument, constructed by Foster and Hartney, was

based off a follow-up survey that was designed by Gonzalez in 1975. Gonzalez’s master’s

thesis was a follow-up study of graduates from 1964-1974 from the College of Agriculture at the

University of Arizona. Within the thesis, Gonzalez stressed the importance of continuous

evaluation and adjustment to curricula, instructional methods and physical facilities as part of the

educational institution’s on-going effort to remain viable (Gonzalez, 1975). The questionnaire

used by Foster and Hartney was an outcome assessment that allowed CALS to evaluate its

graduates and learn of graduate perceived weaknesses and strengths of the various CALS

programs. Without positive outcomes for the student, the perceived quality of the educational

experience in any field loses its credence (Foster & Hartney, 2000). Moden (1988) suggested

that some of the common applications of follow-up surveys include: academic program review

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and evaluation, retention, institutional planning, accreditation, self-studies, and marketing and

public relations. By utilizing follow-up surveys, CALS would respond to graduate input in order

to better serve the students, while being credible to financial support and industries that hire

graduates.

Follow-up studies have been used by various institutions to address the needs of their

students, graduates, stakeholders and the industries that hire their graduates. Follow-up surveys

are designed to evaluate the product of career programs- the graduate. The graduates are in a

position to judge the strength and weaknesses of the program (Wentling, 1975). Obtaining

information from recent graduates regarding their experience as students is vital to implementing

changes within programs. Follow-up studies of graduates’ career patterns may be an indicator

of the effectiveness of an educational program and may perhaps serve as an indirect indicator as

to whether the curriculum is changing rapidly enough to meet the needs of past, current, and

future graduates (McGee & Cheek 1990). No educational or training institution should be

stalemated due to the lack of current data on their former graduates (Taylor, 1977). In addition

to providing data to promoting alterations within programs, follow-up studies allow outside

audiences to see that there is effective use of resources including tax dollars and alumni

contributions.

The educational and technical skill requirements of workers entering industry constantly

change. As a result, CALS must utilize follow-up studies of recent graduates in order to address

the constant change.

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Chapter II: Review of the Literature

The purpose of this study was to assess perceptions of degree value and employment

readiness of recent college graduates from the College of Agriculture and Life Science (CALS)

at the University of Arizona (UA). Assessment is needed in higher education to provide

accountability for funds, to ensure a well-trained workforce and to improve the effectiveness of

academic programs (Wade, et al., 1998). To continue to improve the focus and direction of the

course offerings in the College of Agriculture and Life Sciences, continuous critiquing by

graduates becomes necessary (Foster & Hartney, 2000). The need for continuous assessment to

ensure accountability, well-trained graduates, and the overall effectiveness of CALS guided the

following objectives of the study:




4. Describe the employment experience and employment status of recent CALS graduates

Theoretical Foundation

The theoretical basis for this study is founded on, “Quality Assurance for University

Teaching” edited by Roger Ellis (1983). This composition of multiple pieces of work detail the

importance and application of quality assurance within education.

“Quality Assurance for University Teaching” is a collection of works detailing the

evaluation and assessment of teaching at the university level. Ellis (1983) suggested there are

three purposes to gathering data from students and faculty: planning validation, review of

courses, and utilizing feedback from students on the perceived quality of teaching. Quality is

usually associated with high standards and so-called quality goods are assumed to be the best

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available. Assurance then adds the notion that these standards can be ensured or guaranteed unit

after unit. Thus, quality assurance is the process whereby standards are specified for a product or

service and steps are taken to ensure that these standards are consistently met (Ellis, 1993). As

seen in multiple types of industry, including manufacturing and health care, quality is measured

in the satisfaction of the customer. To measure customer satisfaction, there must be some form

of partnership or connection between the supplier and consumer.

In education, specifically higher education, the student or consumer satisfaction is

closely related to the quality of the supplier’s (institution’s) product: the degree. Reichheld

(1993) suggested the most effective way to measure consumer satisfaction is through the Net-

Promoter Score (NPS). The NPS is used in several types of industry to gauge consumer

satisfaction with a product or service. If a customer is happy, they are considered a promoter, if

unhappy, a detractor. Finding an institution’s NPS starts with a statistically valid sample of the

customers, in this case the graduates. Then, a few simple questions are asked including, “how

likely is it you would recommend our institution to a friend or colleague?” The sample is then

split into the promoters and detractors; percentages are calculated for each group from the total

sample and compared (Reichheld, 1993). Based off the percentages of each group, an institution

could determine if their graduates are overall happy with their services. Integrating NPS

questions with follow-up surveys of graduates could be an accurate assessment of overall

satisfaction with the degree. Universities utilizing follow-up surveys are evaluating the product

and implementing changes within their courses, faculty, or curricula in order to better serve the

consumer. Thus, improving their consumer satisfaction and assuring future consumers of their

quality. Ellis (1993) suggested that the manufacturing industry follows seven steps in order to

assure quality:

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1. Knowing the customers’ needs.

2. Designing a product or service to meet the needs.

3. Guaranteeing the performance of the product.

4. Providing clear instructions for the use of the product.

5. Delivering the product punctually.

6. Providing a back-up service for the product.

7. Using customer feedback to improve the product.

Therefore, educational institutions should know the needs of their students, design curriculum

that meets their needs, guarantee that the education will meet standards, provide guidance that

would allow the student to fully utilize their education, deliver the education in a timely manner,

provide alternatives to pursue if education need alter, and utilize graduate feedback to better

reflect the needs of the students.

Assurance is the consistent output of the product, unit after unit. In order to retain

quality, consistent evaluation of the product must be evaluated for weaknesses or areas of needed

improvement. If quality is not satisfactory, the producer risks losing the consumer to other

producers. In relation to educational institutions, the producer runs the risk of losing a customer

(student) to other institutions. Quality assurance is about managing the entire process of

production to minimize consumer dissatisfaction. In terms of education, institutions must

consistently evaluate the student, the product of their system, in order to manage the process of

production and to minimize student dissatisfaction. If an institution fails to meet the needs of the

student, they risk losing current and prospective students to other institutions that meet students’

needs.

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In summary, Quality Assurance for University Teaching emphasized the importance of

quality assurance. The measurement of quality should be done by the consumer, in this case, the

student. The quality of the product relied on the consumers’ satisfaction with the product, its

application, directions for use, and delivery and support for using the product. Utilizing student

perceptions or ratings of their degree will aid the institution in making effective changes to their

programs. Thus improving the overall quality and application of the education within the

workforce. By continuously evaluating student perceptions of their degree, the institution can

evaluate the consistency of the various programs.

Review of Related Literature

Utilizing Follow-up Studies

In order to increase the ability to produce more effective graduates, the institution needs

feedback information from alumni. Such information is needed as one means of determining the

relevance of the theory and techniques presented in the training program to actual practical

conditions and situations (Nelson as cited by Randavay, 1990). Follow-up studies provide

evidence regarding the career patterns of graduates (McGee & Cheek, 1990). These studies can

determine where the successes and failures lie and can provide direction on how to build upon the

curriculum to improve student learning (University of Arkansas, 2007). They also provide a way

for students to show their achievement of learner outcomes and their ability to use the gained

knowledge effectively in the workplace (Mort & Messerschmidt, 2001). All academic programs

need periodic review to evolve in response to advances in technology, changing societal needs,

and overall increased states of knowledge (Madewell, Savin, & Brye, 2003). To ensure academic

programs are advancing within a timely manner and that program alterations are relevant, a follow-

up survey should be used to evaluate graduate perceptions and critical analyses of programs.

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Alumni are particularly important targets for follow-up surveys because the degree of

satisfaction former students have with their education is an indication of the success of an academic

program (Barkley, 1993). Alumni are in a unique position to judge the strengths and weaknesses

of any given program and surveys are designed to evaluate the graduate and the product of a

program (Foster & Hartney, 2000). The following recommendations from Wade et al. (1998) are

presented for using the follow-up survey as a student outcome assessment method: establish

objectives for the follow-up study; plan for data collection at regularly scheduled intervals

(intervals of five years are recommended) to facilitate trend analysis; involve current students in

the curriculum to be evaluated in planning and interpreting data so they will be ready to participate

in future follow-up surveys; involve faculty and administration in planning activities, including

identification of questions to be asked, so they will be effective consumers of the findings; collect

data from both graduates and their employers asking some similar questions to allow for

comparison; keep the variables studied and the response frame as constant as possible; include

specific questions to gather data related to points in time; summarize and present findings and

trends to decision makers for use in program improvement. Utilizing a follow-up study is a

valuable technique for providing informative data to training institutions which can be utilized in

improving the various aspects of a program.

Accountability of the Institution

Follow-up studies are valuable in providing information regarding student outcomes and

program effectiveness. Follow-up studies provide evidence of program effectiveness to outside

audiences (McGee & Cheek 1990). The outside audience includes: stakeholders, parents,

prospective students, current students, alumni, legislators, and tax payers. These individuals and

groups comprise the financial support of many universities and colleges. To ensure that funds

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are being properly and effectively used, these groups should evaluate graduate follow- up studies

as a means of holding the institution accountable for implementing alterations to degrees or

curricula. The alterations within curricula or degrees should be driven by the state’s economy

and labor needs. Publicly funded colleges such as CALS must constantly strive to meet the goals

and expectations of students, financial support, and the industries that hire graduates. Falling

short or not implementing proper change within curricula or degree focus could have significant

impacts on overall student perceptions of degree value and employment readiness. Assessment

of graduate perceptions of degree value and employment readiness within CALS would allow

the UA and similar universities to retain relevance and potentially predict changes in the

workforce. By utilizing follow-up surveys, CALS will be able to adjust curricula or courses to

fit the needs of both students and industries hiring graduates.

Objectives of Follow-up Studies

There are many reasons for conducting a follow-up study. The results of a follow-up study

range from a simple survey to a very intensive study which provides feedback from former learners

regarding the appropriateness of their preparation to their career choices and plans, and the

exemplary qualities or deficiencies of their educational program (Wentling, 1975). Follow-up

studies of students often seek to measure the relationship between training the students received at

the institution and the expertise needed for their occupational placement (Reich, 1973). A follow-

up study is a valuable technique for providing informative data to training institutions which can

be utilized in improving the various aspects of the current program (Taylor, 1977). Follow-up

survey data provide faculty with qualitative ratings of the program, perceived needs of the teacher,

and insights into skills required which may not have been stressed by the existing education

program (Denton, 1979). The studies also show administrators the importance of discovering the

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needs of students and of evaluating the program of the institution (Randavay, 1990). Pace (1979)

stated that several follow-up surveys were concerned with occupational and financial status, job

satisfaction, the relation of jobs to major fields of study in the college, and other associations

between education and work. In addition, Pace (1979) was concerned with skills that were

acquired and developed during the educational experience of graduates. For example, critical

thinking, clarification of one’s philosophy, ethics, morality, responsible citizenship, esthetic

sensitivity, tolerance, appreciation of other cultures, self-directed learning, understanding science

and technology, vocational training, and breadth of knowledge.

Program of Study Evaluation

A program of study is the student’s degree or focus area in which most of their course work

took place. Within CALS, there are multiple program areas focusing on different aspects of

agriculture and the life sciences. In addition to offering students a high quality education, the

college offers other services to aid students in becoming successful and effective individuals within

the workforce. As mentioned earlier, Wentling (1975) suggested that some objectives of a follow-

up surveys should include the evaluation of the adequacy of ancillary services such as guidance,

counseling and placement; the adequacy of the educational or training program in preparing

individuals for job entry; and adequacy of preparation for entry into advanced training. A

graduate’s perception of degree value is influenced by many factors including advising, career

services, engagement of alumni, and personal and professional development. All of these factors,

or variables, are each components of a graduates’ program of study.

Ancillary services of CALS, academic advising, career services, alumni engagement,

professional development, and career preparation have been adopted and utilized to aid students

in their success while at the University of Arizona. Graduates may provide information regarding

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specific strengths and weaknesses of the ancillary services, giving specific suggestions for

improvement (Wentling, 1975).

Academic Advising

The role of the academic advisor is to perform several specific functions designed to assist

each student in gaining the maximum from the college experience, two of which are assisting the

student in selecting a program of study consistent with the student’s interests and needs, and

providing opportunities and encouragement for students to develop long-term professional

strategies by exploring occupational and graduate school alternatives (Stickle, 1982). The advising

process on most campuses presently represents one of the few educational experiences involving

a one-to-one relationship with an institution representative that all students are required to share

(Ender, Winston, & Miller, 1982). Academic advising offers the potential of linking students’

goals with the institutional resources on a personalized basis (Metzner, 1989). Understanding

perceived quality of academic advising will provide Colleges of Agriculture and Life Sciences

with information to provide better services to students (Danielson, 2005).

Academic advising is an integral component of an undergraduate’s experience. Effective

advisors can assist students in identifying and implementing educational plans that are consistent

with personal values and career goals, as well as increase awareness of educational resources, such

as internships and career opportunities (Geary, 2010).

Career Services

In addition to academic advising is the career services system, which is operated by the

UA and is supportive of all majors and degrees. Through partnerships with academic units, student

services, employers, and the Career Services office, the University of Arizona assures that all

students are provided with the opportunity to realize their career potential (UA Career Services,

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2013). Learner centered academic advising and career placement support should be optimized to

provide student success after graduation (Touchstone, 2013).

In relation to career services are the opportunities for students to engage in internships to

allow application of knowledge. In order to be a competitive applicant for one’s first professional

position or graduate school, students should have real world knowledge and hands on application

outside of the classroom (UA Career Services, 2013). Students need ample experiences in

organizing and applying what they are learning as well as frequent opportunities to assess what

they have accomplished (Ogle, 1989). Too often students do not link what they are learning to

their lives (Lopez & Whittington, 2000). Applying learned principles to real life situations and

allowing students to actively participate in an understanding-based activity will engage them in

higher levels of cognitive thinking (Perkins & Blythe, 1994).

Alumni Engagement

As mentioned by Foster and Hartney (2000), alumni are in a unique position to judge the

strengths and weaknesses of any given program. The attitudes of recent alumni toward their

college degree provide useful information concerning the level of consumer satisfaction with their

investment in an educational experience (Bauer & Bennett, 2003). The funding of academic

programs can be enhanced by alumni research documenting the success of the graduates (Moden

& Williford, 1988). As educators continue to identify the skills necessary for their graduating

students to enter the business world, advice given by alumni, business leaders and other

prospective employers usually provides guidance of curriculum design (Michael & Elizabeth,

2008). Engaging alumni in making curricula changes and evaluating the strengths and weaknesses

will allow an institution to make adjustments needed by students to become highly effective and

efficient employees in the workforce.

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Professional Development and Career Preparation

Since the 1980s, concern has mounted that American workers, both current and future, lack

the workplace skills necessary to meet the challenges of technological advances, organizational

restructuring, and global economic competition (Gardner, Larson & Baker 1983). Due to the

changing nature of technology and the need to communicate to diverse, increasingly urbanized

audiences, professional skills need to be provided and evaluated by academic institutions (Scott,

2006).

In 1990, Elizabeth Dole, the Secretary of the Department of Labor, established the

Secretary’s Commission on Achieving Necessary Skills (SCANS) to determine the skills that

youths need to participate in the workplace and the skill levels that entry-level jobs require

(Whetzel, 1992). Bailey (1997) referred to these skills as the SCANS competencies and

summarized them as problem solving and cooperatively working with others. Bailey (1997)

acknowledged the need for traditional education in literacy, arithmetic and higher level knowledge

but also stressed the importance of promoting creative thinking, decision making, reasoning and

problem solving. In addition, Bailey suggested that workers need an abstract understanding of

what they are doing. This allows workers to carry out tasks or solve problems that they have not

encountered before or have not been shown how to carry out or solve (Bailey, 1997). Lastly,

Bailey (1997) emphasized the importance of communication skills in a team environment.

Workers have direct interactions with coworkers, and therefore will need more experience in

general social skills such as group solving and negotiation.

Often times employers of agricultural school graduates express the opinion that students

are technically very well educated, but could use more preparation in areas of people skills,

communication skills, and focused preparation for their lives and careers (Russell & Jones, 1995).

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Communication is often noted as the most highly rated educational need, with problem solving

and team building skills frequently mentioned (Bekkum, 1993 & Bailey, 1997). Radhakrishna and

Bruening (1994) reported that interpersonal skills and business and economic skills are very

important, and that the experiences in industry are the most desirable previous work for

employment.

A report by Casner and Barrington (2006) looked at employer’s perspectives and

assessments of new workforce entrants. Casner and Barrington found that the five most frequently

reported applied skills considered “very important” by the employers were: oral communication,

teamwork/collaboration, professionalism/work ethic, written communication, and critical

thinking/problem solving.

Similarly to Casner and Barrington’s study, Crawford, Lang, Fink, Dalton, and Fielitz,

(2011), did a comparative analysis of soft skills in order to determine which skills were most

beneficial to graduates upon entering the workforce. The study was a cross-institutional survey

that focused on identifying important soft skills needed for a successful transition from an

undergraduate degree to competitive employment in agriculture, natural resources, and other

related careers (Crawford et. al, 2011). The study asked alumni, employers, faculty, and students

to rank seven skills clusters in order of importance. The seven skills clusters included:

communication, decision-making/problem-solving, self-management, teamwork, professionalism,

experiences, and leadership. When looking at the data, Crawford et. al, (2011) found that

communication skills and decision-making/problem-solving ranked similarly between alumni,

employers, faculty, and students. Beyond the first two rankings, students ranked the items

differently from the other three groups. The order of ranking for students was: experiences, self-

management, leadership, teamwork and finally professionalism. The difference in ranking

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signified a difference in desired outcomes between students and the alumni, employers, and

faculty. Their findings indicated the groups agreed about the need for communication skills and

decision-making/problem solving skills needed in the workplace. Their study also shed light on

the need for alumni, employers, faculty, and students to all collaborate to ensure that educational

institutions are properly preparing students to be successful and effective workers.

As the search for positions becomes more competitive and employers seek more prepared

interviewers and potential industry leaders, professional development becomes increasingly

important (Russell & Jones, 1995). The various skills that students acquire during their

undergraduate experience must be continually evaluated and improved by CALS to accurately

reflect the needs of their students and ultimately the industries that hire them. One of the goals of

CALS is to integrate specific skill sets into their graduates so that they may be more competitive

in the job market. The specific skill sets of the CALS model includes communication skills,

leadership skills, and problem solving skills. Similar to other studies, the CALS model breaks

down each specific skill set into several key points or components. The model is pictured below

(Figure 1):

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CALS Graduate Skill Integration Model

Figure 1

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Conceptual Framework

The focus of CALS is based on education towards learning, discovery, engagement and

leadership (2013-2017 CALS Strategic Plan). This allows CALS to be resilient, regionally

responsive to stakeholders and globally relevant. The degree value of graduates is heavily

influenced by the ancillary services, alumni engagement, career preparation and professional

development offered by CALS.

The ancillary services of CALS provide support for students to aid in the overall success

of their college career. As stated by Metzner (1989), academic advising offers the potential of

linking students’ goals with the institutional resources on a personalized basis. Advising allows

students to evaluate what the institution has to offer them in terms of education and potential

career pathways. The degree value is further influenced by the graduates’ ability to apply their

experience and knowledge to being successful and effective professionals. Career services at the

university level aid students in finding careers relevant to their degrees and ensuring that courses

will properly prepare a students for entrance into the workforce.

Alumni engagement is another influential factor in a graduate’s perception of degree

value. As educators continue to identify the skills necessary for their graduating students to enter

the business world, advice given by alumni, business leaders and other prospective employers

usually provides guidance of curriculum design (Michael & Elizabeth, 2008). Relying on the

first-hand experience of alumni within the workforce, will allow an institution to evaluate their

courses and curricula in order to ensure that future students are trained in the skills that will aid

them in becoming highly effective workers.

Career preparation and professional development is the final influential factor in the

graduate’s perception of degree value. The literature cited previously had a very similar theme,

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communication skills. Communication was ranked and rated highly in the studies by Casner and

Barrington (2006), Crawford et al, (2011) and Bailey (1997). All stressed the importance of

developing communication skills. In addition to communication, the soft skills study completed

by Crawford et al, (2011), exposed the need for the development of the seven skills clusters in

curriculum in order to better prepare the graduate. Employers, faculty, alumni, and students all

agreed that the skills were important to career preparation and success. Included in the skills

cluster was: communication, decision-making/problem-solving, self-management, teamwork,

professionalism, experiences, and leadership (Crawford et al, 2011). As a result, the seven skills

clusters should be integrated into career preparation and professional development in order to

better prepare the graduate for the demands of a career.

In relation to the theoretical foundation of this study founded in, “Quality Assurance for

University Teaching” (Ellis, 1983) suggested there are three purposes to gathering data from

students and faculty: planning validation, review of courses, and utilizing feedback from students

on the perceived quality of teaching. The utilization of student feedback in the form of follow-

up surveys allows educational institutions to implement alterations within the courses or

curricula that best suites the needs of the students and their employers. Consistently assessing

the perceived quality of the CALS ancillary services, career services and the adequacy of career

and professional development will allow CALS to remain a top rated educational institution.

Utilizing student perceptions or ratings of their product, or education, will aid the institution in

making effective changes to their programs. Improving overall quality, application of the

education, and assure that quality is being consistently met.

Ancillary services, career preparation, and professional development all heavily influence

degree value. Degree value is further influenced by the application of the education which in

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turn influences the overall perceptions of degree value and employment readiness. This

relationship is framed below (Figure 2).

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Conceptual Framework

Perceptions of Degree Value and Employment Readiness

Follow-up Survey of Graduates Degree Value Application of

Education

Ancillary Services

Career Services

Academic Advising

Alumni Engagement

Career Preparation and Professional Development

Communication Skills

Decision-making/Problem-solving skills

Self-management skills

Teamwork skills

Experiences

Leadership skills

Professional skills

Figure 2

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Chapter III: Procedures


The purpose of this study was to assess graduates from the College of Agriculture and Life

Sciences at the University of Arizona and their perceptions of degree value and employment






Research Design

The design of the study was quantitative, descriptive survey research design. The survey

was designed to assess educational experience of graduates from the College of Agriculture and

Life Sciences (CALS) at the University of Arizona (UA). The assessment was used to evaluate

perceptions of degree value and employment readiness of CALS graduates from 2011, 2012, and

2013.

Population and Sampling

The target population of the study consisted of all domestic graduates from CALS within

the classes of 2011 (N=630), 2012 (N=645), and 2013 (N=633). The population was comprised

of graduates within the 10 academic units of CALS, covering 16 majors. The list of graduates

was acquired from Student Affairs & Enrollment Management (SAEM) at the University of

Arizona. Stratification of each class year and major was done to ensure that each major was

represented proportionally within the study. The stratification of the sample is located in

Appendix A. All majors within CALS had at least one graduate selected for participation in the

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study. Each major was represented based off the total number of graduates from within the

major. For example, the Family Studies and Human Development major had 136 graduates out

of a total of 630 graduates in 2011. To ensure that the major was sufficiently represented, 22%

of the sample size or 23 graduates were selected from the total sample of the class of 2011 (n=

106). After the number of graduates from each major and class was determined, graduates were

assigned a number for identification and then randomly selected using random.org. The total

sample for the study was 320 graduates: 2011 (n=106), 2012 (n=108), and 2013 (n=106). The

sample size was determined using Krejcie and Morgan’s (1970) methods for determining a

sample size. For a population of 1908 individuals, the sample size was determined to be 320

individuals.

Instrumentation

The instrument utilized for this study is based off the work of Knight and Scott (2006).

The instrument was utilized in 2010 by Geary for a similar purpose, assessing undergraduate

education as preparation for employment. Following a review of the literature and information

from similar studies conducted at the University of Arizona, the instrument was constructed. A

copy of the instrument is shown in Appendix B. There were a total of three sections within the

questionnaire. The questionnaire utilized Likert-type scaling ranging from “Strongly Agree” (6)

to “Strongly Disagree” (1) and “Neither Agree or Disagree” and “Very Satisfied” (6) to “Very

Dissatisfied” (1) and “Prefer not to answer”.

Section I was designed to assess the graduate’s perceptions of degree value. Three of the

questions in Section I were constructed using the Net-Promoter Score (NPS). The NPS is used

in several types of industry to gauge consumer satisfaction with a product or service. Finding an

institution’s NPS starts with a statistically valid sample of the customers, in this case the

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graduates. After data are collected, consumers are split into three categories, detractors,

promoters and passive. Section II was designed to evaluate the preparation for employment

based off the soft-skills detailed in the research done by Crawford et al, (2011). The soft-skills

that were evaluated in the study included: communication, decision-making/problem-solving,

self-management, teamwork, professionalism, experiences, and leadership. In addition, Section

II was influenced by the CALS Graduate Skill Integration Model seen in Figure 1 (page 26).

The three primary areas of the CALS model include: communication skills, leaderships skills,

and problem solving skills. Section III was used to gather data regarding student employment

status.

Instrument Validity and Reliability

In order to address measurement error, validity and reliability of the instrument were

established. Content validity was assessed by a panel of three experts in the field of Agricultural

Education and face validity was addressed through a combined field test and pilot study. All

experts on the panel have extensive research backgrounds and knowledge of both face value and

content validity. Two types of validity apply to the questionnaire, face and content. Face

validity refers to the look of the questionnaire and if it appears to be measuring what is was

designed to measure (Ary, et al, 2009). Content validity refers to the well-roundedness of the

questionnaire, by determining if the competencies represent all areas within the subject matter

(2009). The panel reviewed the questionnaire for determination of valid content,

instrumentation, and insight. An evaluation form was distributed to each expert on the panel (see

Appendix C). Clarity and appropriateness were both addressed and space was provided next to

each question for comments, suggestions, or re-wording. As a result, modifications were made

to the instrument for each question based on recommendations from the panel of experts.

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Overall, the instrument was determined to be valid. A list of the panel members can is found in

Appendix C.

Any research based on measurement must be concerned with the accuracy or

dependability or, reliability of measurement (Kelley, 1942). In addition, Peter (1979) suggested

that reliability is defined as the degree to which measures are free from error and therefore yield

consistent results. After validity of the instrument was established by the panel of experts,

reliability was established utilizing a pilot study. A pilot study is a trial run on a similar and

smaller population to judge the suitability of the data collecting instruments and determine

whether or not they are feasible (Ary, et. al, 2009). In addition, Ary et al. stated, “a pilot study

grants the researcher the opportunity to evaluate the appropriateness of the data collection

methods and to make any necessary changes” (2009, p.95).

Prior to distributing the questionnaire to the population of the study, a pilot study was

conducted using a group of current University of Arizona students (n=36). The students were a

part of AGTM 422, a course required for many majors within CALS. As a result of the

requirement, students from a variety of majors within CALS were represented in the study. The

pilot study was conducted on April 14, 2014. After the pilot study was completed, data and

information from the study were utilized to make modifications to the questionnaire.

In order to measure the consistency of the questionnaire, reliability statistics were used to

report the reliability of each construct. As stated by Tavakol and Dennick (2011), the acceptable

range for the alpha level is between 0.70 and 0.95. All constructs were found to be reliable with

alpha levels between 0.70 and 0.95. Table one lists the Cronbach’s α level for each construct in

the instrument.

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Table 1

Cronbach's α for Pilot Questionnaire

Construct Area

Cronbach's α

Degree Value 0.71

Communication Skills 0.94

Decision-making/problem solving Skills 0.89

Self-management Skills 0.94

Teamwork Skills 0.91

Professionalism 0.88

Experiences 0.87

Leadership 0.88

Data Collection

Prior to collecting data and contacting the sample population, the Internal Review Board

(IRB) within the Office for the Responsible Conduct of Research at UA reviewed all material

that would be sent to the sample. After approval was granted, contact with the sample

population commenced, IRB approval can be found in Appendix M. Dillman (2009) suggested

that five points of contact are essential for maximizing response rates. The first of the five points

was a pre-notice email; a copy of the pre-notice email is in Appendix D. This email was sent to

members of the population to determine functioning email addresses. The pre-notice gave

specific dates for when the questionnaire would be dispersed and the deadline for submission.

Also, the pre-notice notice alerted the participants that another email was to be sent April 23,

2014, which would contain the link for the questionnaire as well as the incentive. The pre-notice

email was sent on April 21, 2014.

After the pre-notice email, the participants were sent the first-contact email which was

the second-point of contact. A copy of the first-contact email is in Appendix E. This email

detailed the questionnaire’s purpose and how the participants’ time and contribution would be

utilized in making CALS a more effective and efficient place for career preparation. The email

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also provided the participants with information regarding their rights as a research subject and

contact information should they have questions regarding the study. The first-contact email was

sent on April 23, 2014. In addition to the information, the link to the questionnaire and the

incentive were distributed to the participants. The incentive for this study was a $5.00 Starbucks

gift card that could be redeemed electronically.

The third-point of contact was the second-contact email. A copy of the second-contact

email is in Appendix F. The email contained information regarding the purpose of the study, the

rights of the participant as a research subject, contact information for questions about the study,

and the link for the questionnaire and incentive. The second-contact email was sent on April 28,

2014.

The fourth point of contact was the third-contact email which was sent on April 30, 2014.

A copy of the third-contact letter is located in Appendix G. This email served as a reminder to

the participant and also provided the same information that was stated in the first and second

contact emails. The link for the questionnaire and incentive were both included third-contact

email.

The fifth point of contact was the final-contact email which was distributed on May 6,

2014. A copy of the final-contact email is located in Appendix H. This email served as a

reminder of the study and also stressed the importance of the study to CALS and future students.

The rights of the participant as a research subject, contact information for questions regarding the

study, and the links to both the questionnaire and incentive were all included in the email. Data

collection ceased on May 9, 2014. The data collection timeline is found in Table 2

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Table 2

Distribution Date Email Type

April 21st, 2014 Pre-Notice email

April 23rd, 2014 First-Contact email

April 28th,2014 Second-Contact email

April 30th, 2014 Third-Contact email

May 6th, 2014 Final-Contact email

May 9th, 2014 Cease Data Collection

Dillman (2009) suggested that there are four primary sources of error in survey research,

coverage, sampling, nonresponse, and measurement. Coverage error occurs when not all

members of the population have a known, nonzero chance of being included in the sample.

“Frame error can occur because the choice of survey mode may not provide adequate coverage

of the population” (pg. 17). In order to control coverage error, the frame was acquired from the

University of Arizona Student Affairs & Enrollment Management (SAEM). SAEM provides up-

to-date records of student and graduate contact data.

Nonresponse errors exists to the extent that people included in the sample fail to provide

useful responses and are different than those who do on the characteristics of interest in the study

(Linder, Murphy & Briers 2001). To aid in the control of nonresponse error, five points of

contact were used when engaging the participants (Dillman, 2009). Other than the five points of

contact suggested by Dillman, nonresponse was not addressed. Therefore, the results of this

study will not be generalizable beyond the respondents.

There were a total of 70 usable questionnaires completed for a response rate of 21%.

Seven questionnaires were started, but various items throughout were not completed deeming

them unusable for the study. There were 54 females and 16 males who completed the

questionnaire. The class of 2011 made up 20% of the response rate; 2012, 41%; and 2013, 38%.

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The Nutritional Sciences major comprised 21% of all respondents while Family Studies and

Human Development comprised 19% of all respondents. Of the 70 responses, 35 (50%)

completed the questionnaire from the first-Contact email,

Measurement error is contained within the instrument used to collect the data. Reducing

this source of error requires that the researcher use items that are valid, reliable, and

unambiguous to the research subjects (Linder, Murphy & Briers, 2001). To aid in the control of

measurement error, the panel of three experts verified the instrument’s validity, reliability and

absence of unambiguous questions. A copy of the instrument draft is located in Appendix B.

Sampling error was controlled by randomizing the selection and ensuring that each

individual had an equal chance of being selected for the study. Individuals were given a unique

number Using random.org, a list of random numbers was generated without repetition and within

a desired range. Sampling error was controlled by using random.org, which generates random

numbers within a specified range without repeated numbers. This created random sampling,

ensuring that each individual was

Data Analysis

Quantitative data previously collected from CALS graduates and data collected in the

process of the study were coded and analyzed utilizing Qualtrics and Microsoft Excel.

Descriptive statistics such as maximum values, means, variance, and standard deviations were

used to describe the populations. In addition, the Net Promoter Score was used as an overall

assessment of both UA and CALS.

For the first objective, “Describe the perceptions of recent CALS graduates on degree

value” the datum were analyzed using maximum values, minimum values, means, variance, and

standard deviations. The purpose of finding these values was to evaluate the perceptions of

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overall level of agreement or disagreement graduates had towards both CALS and UA. In

addition, the Net Promoter Score (NPS) was calculated. The NPS was calculated to determine

graduates likeliness of recommending the University of Arizona and CALS to a friend or

colleague. The NPS is based on a ten point scale, one being “Not at all likely”, five being

“Neutral”, and ten being, “Extremely likely”. To find the NPS, the percentage of Detractors

(score 0-6) are subtracted from the Promoters (score 9-10). The Passives (score 7-8) are

classified as satisfied customers however, they lack the enthusiasm and are vulnerable to

competitive offerings (NPS, 2014). In this case, the competition would come from other

universities or institutions. A positive NPS suggests that customers are likely to recommend the

product or service to other people. A negative NPS suggests that an organization is creating

more Detractors which could result in unhappy customers who could impede growth through

negative word-of-mouth (NPS, 2014). A diagram of the NPS calculation is located in Figure 3

The second objective, “Describe the perceptions of recent CALS graduates on

employment readiness” was comprised of several items that related to the soft-skills used by

Crawford et al (2011) within the APLU study. Maximum values, minimum values, means,

variance, and standard deviations were used to evaluate and describe graduates perceptions

towards CALS ability to prepare them for employment.

Figure 3

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The third objective, “Describe the perceptions of recent CALS graduates towards their

program of study” was comprised of a few items specifically related to a graduates program of

study or their degree focus area. Maximum values, minimum values, means, variance, and

standard deviations were used to evaluate and describe the graduates’ perceptions towards

CALS.

The last objective, “Describe the employment experience and status of recent CALS

graduates” was used to describe the population of the study. Employment data, geographical

location, and information regarding post-undergraduate education were acquired.

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Chapter IV: Results









Description of the Population

The population for this study was comprised of domestic graduates of CALS from the

graduating classes of 2011, 2012, and 2013. The sample size was 320 graduates, of which, 106

were selected from 2011, 108 from 2012, and 106 from 2013. Each major within CALS was

represented in the sample. A list of the majors involved in the study is located in Appendix I. Of

the 320 graduates asked to participate in the study, 70 completed the questionnaire resulting in a

response rate of 21%. There were 54 females and 16 males who completed the questionnaire,

resulting in 12 majors being represented. Female graduates comprised 77% of all respondents

while males comprised 23%. The graduating class of 2011 made up 20% of the response rate;

2012, 41%; and 2013, 38%. The Nutritional Sciences major comprised 21% of all respondents

while Family Studies and Human Development alumni comprised 19% of all respondents.

Objective One

Objective one sought to describe the perceptions of recent CALS graduates on degree

value. There were a total of 11 items within the instrument utilized in the assessment of CALS

graduates and their perceptions of degree value. The Net Promoter Score (NPS) was calculated

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to determine the overall likeliness of graduates recommending the University and CALS to

friends or colleagues. Also, an overall assessment of graduate satisfaction with both the

University of Arizona and CALS was found. Tables three and four report the minimum and

maximum values, means, variance, standard deviations, and the total responses for each item

relating to Degree Value and Overall Satisfaction. In addition, graduates were asked to leave

any comments about their experience with CALS. Their responses are located in Appendix J.

Table 3

Degree Value of CALS Graduates

Min Max M s2 SD Total

CALS prepared me for a career within

agriculture and the life sciences

1

6

4.79

1.29

1.14

72

I can apply the knowledge from my

CALS degree to my career

1 6 5.19 0.81 0.9 72

CALS helped me gain professional

guidance

1 6 4.61 1.85 1.36 72

Career & Academic Services (formerly

Academic Programs) helped me find

careers related to my degree

1 6 3.5 2.46 1.57 58

Career & Academic Services helped me

find internships related to my degree 1 6 3.05 2.45 1.57 58

I had sufficient access to my academic

advisor for academic advising

1 6 5.08 1.48 1.22 75

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Overall satisfaction of graduates was calculated for two separate items, both using a six-

point Likert-type scale. Table four reports the minimum and maximum values, means, variance,

standard deviations, and the total responses for both items relating to Overall Satisfaction. The

first item, “Overall, how satisfied are you with your degree from the University of Arizona?” had

a mean of 5.49 (SD 0.79) or “Agree” on the Likert-type scale. This suggests that graduates

agreed that the University of Arizona was satisfactory overall. The second item, “Overall, how

satisfied are you with CALS?” had a mean of 5.01 or “Agree” (SD 0.90) on the Likert-type scale.

This also suggests that graduates were overall happy with CALS. Graduates were asked to leave

any comments about their experience with CALS. Their responses are located in Appendix J.

Table 3 continued

Degree Value of CALS Graduates


My advisor offered quality guidance

towards completing my degree

1 6 4.91 2.11 1.45 74

I feel my advisor helped me connect

with events on campus

1 6 3.89 2.51 1.58 70

My advisor aided me in finding

internships relevant to my degree

1 6 3.42 3.05 1.75 66

My advisor provided adequate

information regarding graduate school

opportunities

1 6 3.42 2.79 1.67 67

Overall, I am satisfied with the

academic advising within CALS

1 6 4.39 2.54 1.59 74

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The first item regarding the NPS, “If you were selecting a degree for the first time, how

likely is it that you would choose one within CALS?” the NPS score was -17 (mean=6.77,

SD=2.41) which suggests that graduates would not likely choose a degree within CALS. The

data and NPS score calculation for item one can be found in Table 5.

For the second NPS item, “If you were selecting a university for the first time, how likely

is it that you would choose The University of Arizona?” the NPS was 45 (mean=8.48, SD=2.06)

suggesting that graduates would likely choose the University of Arizona if they were selecting a

university for the first time. The data and the NPS score calculation for item two can be found in

Table 6. The last NPS item, “How likely is it that you would recommend CALS to a friend or

colleague?” had an NPS score of -2 (mean = 7.31, SD = 2.28) which suggests that graduates will

not recommend CALS to friends or colleagues. The data and NPS score calculation for the final

NPS item can be found in Table 7.

Table 4

Overall Satisfaction of Graduates


Overall, how satisfied are you with your

degree from the University of Arizona?

2 6 5.49 0.63 0.79 75

Overall, how satisfied are you with

CALS?

3 6 5.01 0.81 0.9 74

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Net Prompter Score calculation for item one.

NPS = % of Promoters - % of Detractors = 24% Promoters – 43% Detractors

= -19 NPS

Table 5

Net Promoter Score Item One

If you were selecting a degree for the first time, how likely is it that you would choose one

within CALS?

Answer Response % Total %

0 3 4

Detractors

43%

1 0 0

2 0 0

3 4 5

4 1 1

5 13 17

6 11 15

7 15 20 Passives

33% 8 10 13

9 4 5 Promoters

24% 10 14 19

Total 75 100 100

Table 6

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Net Promoter Score calculation for item two.


= 45 NPS

Net Promoter Score Item Two

If you were selecting a university for the first time, how likely is it that you would choose The

University of Arizona?


0 1 1

1 0 0

Detractors

12%

2 1 1

3 2 3

4 0 0

5 1 1

6 4 5

7 7 9 Passives

31% 8 16 21

9 8 11 Promoters

57% 10 35 47

Total 75 100 100

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Net Promoter Score Calculation for item three.


= -2 NPS

Table 7

Net Promoter Score Item Three

How likely is it that you would recommend CALS to a friend or colleague?


0 1 1

1 2 3

Detractors

33%

2 0 0

3 1 1

4 1 1

5 10 13

6 10 13

7 12 16 Passives

36% 8 15 20

9 5 7 Promoters

31% 10 18 24

Total 75 100 100

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Objective Two

Objective two sought to describe the perceptions of recent CALS graduates on their

employment readiness. There were seven sections that focused on the different skills that

graduates acquired and refined throughout their time within CALS. The minimum and

maximum values, means, variances, and standard deviations for each item for objective two are

reported in Table 8. In addition, frequencies were reported for each of the seven points on the

Likert-type scale for the 47 items related to graduate perceptions of their employment readiness

in Tables 8 through Table 21.

The Communication skills assessment had an overall mean value of 4.87 (SD=1.005) or

“Agree” on the Likert-type scale. Decision making/problem-solving assessment had an overall

mean was 4.95 (SD=0.96) which is “Agree” on the Likert-type scale. The Self-management

construct had an overall mean was 5.03 (SD=0.991) or “Agree” on the Likert-type scale used in

the instrument. For Teamwork Skills, the overall mean was 5.06 (SD=0.964) or “Agree” on the

Likert-type scale used within the instrument. The Professionalism construct had an overall mean

of 4.71 (SD=1.19) or “Agree” on the Likert-type scale used in the instrument. Within the

Experiences construct, the overall mean was 4.84 (SD=1.19) or “Agree” on the Likert-type scale.

The Leadership construct has a mean of 4.96 (SD=1.06) or “Slightly Agree” on the Likert-type

scale used within the instrument.

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Table 8

Communication skills: Min Max M s2 SD Total

accurately communicate 1 6 4.93 0.87 0.93 71

concisely communicate 1 6 4.90 1.00 1.00 71

utilize oral communication skills 1 6 4.69 1.26 1.12 72

utilize written communication skills 1 6 4.96 1.00 1.00 74

communicate professionally 1 6 4.93 1.00 1.00 72

listen effectively 2 6 4.86 0.95 0.98 73

Table 9

Decision making/problem solving skills: Min Max M s2 SD Total

identify problems 3 6 4.90 0.76 0.87 70

take appropriate action 2 6 4.91 0.85 0.92 69

realize the effect of a decision 1 6 4.99 0.94 0.97 68

create innovative solutions 1 6 4.77 1.25 1.12 70

transfer knowledge from one situation to

another 2 6 5.13 0.82 0.90 72

engage in life-long learning 1 6 5.01 0.99 0.99 71

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Table 10

Self-management skills: Min Max M s2 SD Total

utilize efficient work-habits 2 6 4.94 0.97 0.98 69

utilize effective work-habits 3 6 4.94 0.94 0.97 69

be a self-starter 1 6 5.03 1.07 1.04 68

exhibit a well-developed work ethic 1 6 5.09 0.92 0.96 70

demonstrate integrity 1 6 5.19 0.80 0.89 67

demonstrate loyalty 1 6 5.03 1.05 1.02 64

work well under pressure 2 6 5.01 1.12 1.06 68

Table 11

Teamwork skills: Min Max M s2 SD Total

be productive as a team member 2 6 5.06 0.95 0.98 72

exhibit a positive attitude 1 6 5.04 0.94 0.97 72

be punctual 1 6 4.93 1.26 1.12 68

meet deadlines 2 6 5.16 0.71 0.85 70

maintain accountability 1 6 5.14 0.85 0.92 70

work with multiple approaches 2 6 5.13 0.69 0.83 70

be aware of diversity 1 6 4.96 1.16 1.08 67

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Table 12

Professionalism: Min Max M s2 SD Total

demonstrate effective relationships 1 6 5.00 1.06 1.03 65

apply direction in the work place 1 6 4.86 1.42 1.19 64

understand my role in the workplace 1 6 4.71 1.43 1.20 63

identify realistic career expectations 1 6 4.49 1.82 1.35 70

deal effectively with ambiguity 2 6 4.55 1.19 1.09 65

maintain appropriate demeanor 1 6 4.89 0.96 0.98 64

select an appropriate mentor 1 6 4.46 2.12 1.46 63

accept advice from a mentor 1 6 4.74 1.49 1.22 66

Table 13

Experiences Min Max M s2 SD Total

Seek out related work or internship

experiences 1 6 4.42 2.03 1.43 67

demonstrate teamwork experiences 1 6 5.12 0.99 0.99 69

demonstrate leadership experiences 1 6 5.02 1.18 1.09 66

demonstrate project management

experiences 1 6 4.87 1.48 1.21 70

seek out community engagement

opportunities 1 6 4.79 1.52 1.23 66

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Table 14

Leadership skills Min Max M s2 SD Total

think strategically 2 6 4.93 1.02 1.01 68

recognize when to lead a group 1 6 5.13 1.12 1.06 67

recognize when to follow a leader 1 6 4.97 1.21 1.10 67

acknowledge contributions from others 1 6 5.12 1.05 1.02 67

constructively manage conflict 1 6 4.80 1.23 1.11 65

build professional relationships 1 6 4.91 1.17 1.08 69

lead others 1 6 4.88 1.19 1.09 66

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Note. SD= Strongly Disagree; D= Disagree; SLD= Slightly Disagree; SLA= Slightly Agree; A= Agree; SA= Strongly Agree

Table 15 Frequency of Proficiency Items

Perceptions of proficiency SD D SLD SLA A SA

My experience within CALS helped

me improve my proficiency to… ƒ % ƒ % ƒ % ƒ % ƒ % ƒ %

accurately communicate 1 <1.0 0 0 2 <1.0 17 24 31 44 20 28

concisely communicate 1 <1.0 0 0 4 6 17 24 27 38 22 31

utilize oral communication skills 2 <1.0 1 <1.0 4 <1.0 21 29 26 36 18 25

utilize written communication skills 1 <1.0 2 <1.0 1 <1.0 13 18 35 47 22 30

communicate professionally 1 <1.0 0 0 4 <1.0 16 22 28 39 23 32

listen effectively 0 0 2 <1.0 3 <1.0 19 26 28 38 21 29

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identify problems 0 0 0 0 6 <1.0 12 17 35 50 17 24

take appropriate action 0 0 1 <1.0 4 <1.0 14 20 31 45 19 28

realize the effect of decisions 1 <1.0 1 <1.0 1 <1.0 13 19 31 44 21 30

create innovative solutions 1 <1.0 1 <1.0 8 11 13 19 27 39 20 29

transfer knowledge from one situation

to another

0 0 1 <1.0 3 <1.0 10 14 30 42 28 39

engage in life-long learning 1 <1.0 0 0 4 <1.0 12 17 29 41 25 35

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utilize efficient work-habits 0 0 1 <1.0 6 1 11 16 29 42 22 32

utilize effective work-habits 0 0 0 0 7 1 13 19 26 38 23 33

be a self-starter 1 <1.0 1 <1.0 2 <1.0 13 19 25 37 26 38

exhibit a well-developed work ethic 1 <1.0 0 0 2 <1.0 13 19 27 39 27 39

demonstrate integrity 0 0 0 0 1 <1.0 18 27 30 45 27 40

demonstrate loyalty 1 <1.0 1 <1.0 1 <1.0 13 20 24 38 24 38

work well under pressure 0 0 3 <1.0 2 <1.0 13 19 23 34 27 40

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be productive as a team member 0 <1.0 2 <1.0 3 <1.0 11 15 29 40 27 38

exhibit a positive attitude 1 <1.0 0 0 3 <1.0 13 18 29 40 26 36

be punctual 2 <1.0 1 <1.0 2 <1.0 13 19 27 40 23 34

meet deadlines 0 0 1 <1.0 1 <1.0 11 16 30 43 27 39

maintain accountability 1 <1.0 0 0 1 <1.0 12 17 28 40 28 40

work with multiple approaches 0 0 1 <1.0 2 <1.0 8 11 35 50 24 34

be aware of diversity 1 <1.0 1 <1.0 4 <1.0 12 18 25 37 24 36

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demonstrate effective relationships 1 <1.0 2 <1.0 0 0 12 18 28 43 22 34

apply direction in the work place 1 <1.0 4 <1.0 1 <1.0 13 20 23 36 22 34

understand my role in the work place 1 <1.0 3 <1.0 5 <1.0 13 20 23 36 18 28

identify realistic career expectations 2 <1.0 6 <1.0 7 1 13 19 25 36 17 24

deal effectively with ambiguity 0 0 3 <1.0 8 12 17 26 24 37 13 20

maintain appropriate demeanor 1 <1.0 1 <1.0 2 <1.0 12 19 32 50 16 25

select an appropriate mentor 3 <1.0 5 <1.0 7 1 11 17 19 30 18 29

accept advice from a mentor 1 <1.0 3 <1.0 7 1 10 15 25 38 20 30

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Seek out related work or internship

experiences 1 <1.0 8 1 9 13 13 19 16 24 20 30

demonstrate teamwork experiences 1 <1.0 1 <1.0 2 <1.0 8 1 30 43 27 39

demonstrate leadership experiences 1 <1.0 2 <1.0 2 <1.0 10 15 26 39 25 38

demonstrate project management

experiences 2 <1.0 3 <1.0 2 <1.0 12 17 27 39 24 34

seek out community engagement

opportunities 1 <1.0 3 <1.0 5 <1.0 15 23 18 27 24 36

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think strategically 0 0 2 <1.0 3 <1.0 16 24 24 35 23 34

recognize when to lead a group 1 <1.0 1 <1.0 2 <1.0 11 16 21 31 31 46

recognize when to follow a leader 1 <1.0 1 <1.0 4 <1.0 13 19 22 33 26 39

acknowledge contributions from

others 1 <1.0 1 <1.0 2 <1.0 9 13 26 39 28 42

constructively manage conflict 1 <1.0 2 <1.0 3 <1.0 16 25 24 37 19 29

build professional relationships 1 <1.0 2 <1.0 3 <1.0 12 17 29 42 22 32

lead others 1 <1.0 2 <1.0 2 <1.0 15 23 21 32 21 32

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Objective Three

Objective three sought to describe the perceptions of recent CALS graduates towards

their program of study. Program of study was defined as: the degree or focus area of a CALS

student. In addition to the degree or focus area are the supporting services of CALS including

academic advising and career services. There were four items utilized in the assessment of

graduate perceptions of their program of study. The minimum and maximum values, mean,

variance, and standard deviation for each item for objective three are reported in Table 22.

The first two items were related to Career & Academic Services (formerly Academic

Programs). The first two items, “Career & Academic Services helped me find careers related to

my degree” and “Career & Academic Services helped me find internships related to my degree”

the mean values for these items were 3.5 and 3.05 (SD= 1.57; 1.57) or “Slightly Disagree” on the

Likert-type scale. As mentioned within objective one, graduates of CALS fall within the level of

disagreement for items involving Career & Academic Services.

The second item was an overall assessment of graduates’ perceptions towards academic

advising. The item, “Overall I am satisfied with the academic advising within CALS” had a

mean value of 4.39 (SD=1.59). This translates to a level of “Slightly Agree” on the Likert-type

scale used for the item.

The last item, “If you were selecting a degree for the first time, how likely is it you would

choose one within CALS?” had a mean value of 6.77 (SD=2.41) and a modal category of seven

or Passive in the NPS categories This item was previously used within the Net Promoter Score

(NPS) to calculate the overall NPS score of CALS. The scale used for this item was a ten-point

scale with zero equaling “Not at all likely”, five equaling “Neutral”, and ten equaling “Extremely

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likely”. The mean value suggests that CALS graduates were within the level of agreement or

likely to choose a degree within CALS if choosing a degree for the first time.

Overall, CALS graduates were not satisfied with Career & Academic Services but

viewed academic advising positively. If graduates were given the option to choose a degree

again, they were not likely to choose one within CALS.

Table 22

Min Max M s2 SD

Modal

category Total

Career & Academic Services

(formerly Academic Programs)

helped me find careers related

to my degree

1 6 3.5 2.46 1.57 Slightly

Agree 58


helped me find internships

related to my degree

1 6 3.05 2.45 1.57 Slightly

Disagree 58


academic advising within

CALS

1 6 4.39 2.54 1.59 Slightly

Agree 74

If you were selecting a degree

for the first time, how likely is

it you would choose one within

CALS?

1 10 6.77 5.83 2.41 Passives

(NPS) 75

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Objective Four

Objective four sought to describe the employment experience and status of recent CALS

graduates. Of the respondents, 49% (n=35) indicated that they were employed full time, 15%

(n=11) indicated they were employed part-time, 25% (n=18) indicated they were attending

graduate school or professional school, and 10% (n=7) indicated they were unemployed. The

graduates that indicated “Unemployed” were asked to give a brief explanation for their current

status. Their responses are located in Appendix K. The graduates that attended graduate or

professional school were asked which degree they were pursuing and the highest degree they

planned on acquiring. Their responses are in Appendix N.

Nearly half of the graduates from CALS were currently employed full-time (49%) while

25% were attending graduate or professional school. For graduates that selected “Attending

graduate or professional school”, they were prompted to define what degree they were pursuing

and they highest degree they planned on obtaining. Of those respondents, 39% indicated a

Master’s degree, 22% indicated a Doctor of Veterinarian Medicine (DVM), and 39% indicated

“other”; the table with graduate responses is located in Appendix N. When “other” was selected,

graduates were asked to openly answer which degree they were pursing. Their responses are

located in Appendix N.

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Chapter V: Discussion









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Description of Respondents

The population for this study was comprised of domestic graduates of CALS from the

graduating classes of 2011, 2012, and 2013. The sample size was 320 graduates, of which, 106

were selected from 2011, 108 from 2012, and 106 from 2013. There were 54 females and 16

males who completed the questionnaire, resulting in 12 majors being represented. Female

graduates comprised 77% of all respondents while males comprised 23%.

Objective One Conclusions

Objective one sought to describe perceptions of recent CALS graduates on degree value.

Degree value was defined as the importance, economic worth or usefulness of the degree. There

are several influential factors that influence a graduate’s perception of their degree value

including: ancillary services, alumni engagement, career preparation and professional

development. Within the instrument, there were 16 items targeting the degree value of recent

CALS graduates. Three of the items were used in the calculation of the Net Promoter Score

(NPS) and two were used in an overall assessment of both CALS and the University of Arizona.

Ancillary services of CALS include: guidance, counseling and placement; the adequacy

of the educational or training programs; and adequacy of preparation for entry into advanced

training. Graduates were asked six questions regarding their access and overall satisfaction with

academic advising within CALS at the University of Arizona. Of the six items that were used to

evaluate the academic advising, three of them had a mean value below four, or described as

“Disagree” in the Likert-type scale. One of the items, “I feel my advisor helped me connect with

events on campus” had a mean value of 3.89 (SD= 1.58) or “Slightly Disagree” on the Likert-

type scale used for the response. Also the item, “My advisor aided me in finding internships

relevant to my degree” and “My advisor provided adequate information regarding graduate

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school opportunities” both had a mean score of 3.42 (SD = 1.75; SD = 1.67) described as

“Slightly Disagree” overall. Of the academic mean scores, two of the six items had mean scores

within the agreement range of the Likert-type scale. Those items were, “I had sufficient access

to my academic advisor for academic advising” and “My advisor offered quality guidance

towards completing my degree”. The first item had a mean score of 5.08 (SD = 1.22) or “Agree”

on the Likert-type scale while the second item had a mean score of 4.91 (SD = 1.45) or “Slightly

Agree” on the Likert-type scale. These items both suggest that CALS graduates had sufficient

time with their advisor and that time was useful in providing quality guidance. The last item was

to assess overall satisfaction with academic advising. This item had an overall mean of 4.39 (SD

= 1.59) or “Slightly Agree” on the Likert-type scale. Overall, graduates were within the level of

disagreement in regards to opportunities connecting them to campus and aiding them in finding

internships. However, graduates were within the level of agreement in regards to adequate

access, time, and quality guidance towards the graduate’s degree.

Career & Academic Services (formerly Academic Programs) is another component of

ancillary services and an influential factor in graduates’ perceptions of degree value. Career &

Academic Services was assessed utilizing two scaled items (Likert-type) and one multiple-choice

item. The items were, “Career & Academic Services (formerly Academic Programs) helped me

find careers related to my degree” and “Career & Academic Services helped me find internships

related to my degree”. These items resulted in a mean value of 3.5 (SD = 1.57) and 3.05 (SD =

1.57), which both fall within the level of disagreement on the Likert-type scale. “Did you seek

assistance from Career & Academic Services in your search for employment during your

undergraduate experience” had three options, “Yes, it was helpful”, “Yes, it was not helpful”,

and “No”. If the graduate selected, “Yes, it was helpful”, they were asked, “How was Career &

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Academic Services helpful?” which allowed the graduate to openly respond to the question. For

the graduates who selected, “Yes, it was not helpful” they were directed to an open-ended

question stating, “How was Career & Academic Services not helpful?” again, they were allowed

to openly respond to the question. If the graduate indicated “No” for the question, they are

directed to an open ended question stating, “Why did you not utilize Career & Academic

Services?” The graduate responses for this question are located in Appendix J. Overall,

graduates of CALS did not agree that Career & Academic Services provided adequate

information to graduates regarding career and internship options related to graduates’ majors.

The graduates that responded to the open-ended question, “Why did you not utilize Career &

Academic Services?” most often cited not needing Career & Academic Services or not being

aware that their services were available.

Career preparation and professional development of graduates was assessed utilizing

three item. The first item, “CALS prepared me for a career within agriculture and the life

sciences” had an overall mean score of 4.79 (SD = 1.14) or “Slightly Agree” on the Likert-type

scale. The mean indicates that graduates slightly agreed that CALS adequately prepared them

for a career related to agriculture and the life sciences. The second item, “I can apply the

knowledge from my CALS degree to my career” had a mean score of 5.19 (SD = 0.9) or “Agree”

on the Likert-type scale. Graduates agree that they can apply the knowledge of their CALS

degree and apply it to their career. The last item assessing career preparation and professional

development stated, “CALS helped me gain professional guidance” had a mean score of 4.61

(SD = 1.36) or “Slightly Agree”. The result of this item indicates that graduates slightly agreed

that CALS aided them in gaining professional guidance with an overall mean value of 4.86.

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A Net Promoter Score (NPS) was calculated using three item, “If you were selecting a

degree for the first time, how likely is it that you would choose one within CALS?”, “If you were

selecting a university for the first time, how likely is it that you would choose the University of

Arizona?”, and “How likely is it that you would recommend CALS to a friend or colleague?”

The results of these items resulted in a NPS of -19, 45, and -2 for each of the questions. The -19

NPS indicates that graduates, given the chance to select another degree, would not select one

within CALS. This also suggests that CALS is at risk of losing prospective students who would

hear about CALS from graduates of CALS to other colleges or universities. The second item

had a NPS score of 45 indicating that graduates, given the chance to select a university for the

first time, would select the University of Arizona. This also suggests that graduates were

satisfied with their time at the university and are likely to suggest the university to friends or

colleagues. The last item had an NPS of -2, indicating that graduates are unlikely to recommend

a friend or colleague to CALS. The first and third items both had negative NPS and both items

were in regards to graduates and their experience within CALS.

The last two items were overall assessments of graduate perceptions towards both the

University of Arizona and CALS. The first item, “Overall, how satisfied are you with your

degree from the University of Arizona had an overall mean score of 5.49 (SD = 0.79) or

“Satisfied” on the Likert-type scale. This suggests that graduates agree they are satisfied with

the degree they received from the University of Arizona. They second item, “Overall, how

satisfied are you with CALS?” had an overall mean score of 5.01 (SD = 0.9) also suggesting

satisfaction. Overall, graduates of CALS were satisfied with both their degree from the

University of Arizona and CALS.

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Objective One Implications

The scores within this section of instrument identify graduates perceptions of degree

value with an overall mean of 4.28 or “Slightly Agree” on the Likert-type scale. The findings

reveal that graduates were satisfied with their selection of the University of Arizona however,

they were unsatisfied with CALS. The results of the study suggest that the graduates had issues

with accessibility and knowledge of Career & Academic Services (formerly Academic

Programs). Graduates agree that they had accessibility and time with advisors but the guidance

towards finding internships and connecting graduates with the campus could have been better.

The overall mean value for objective one is 4.28 or “Slightly Agree” on the Likert-type scale.

Objective One Recommendations to Practice

The graduates selected for this study have indicated that they are overall pleased with

their selection of the University of Arizona. However, Career & Academic Services was not

viewed favorably by graduates. Career & Academic Services should evaluate their presence on

campus to ensure that incoming and current students are aware of their services. To ensure that

students are taking full advantage of their services, a focus on marketing the types of services

available to students should be employed. Different methods of contact should be explored

including popular cell-phone apps including: Snapchat, Facebook, and Instagram. Academic

advising was viewed favorably by the graduates. However, graduates indicated that advising

lacked information regarding internships and graduate school opportunities. This could be

influenced by a potential gap in communication between Career & Academic Services and

advising across the college. On the positive side, graduates expressed that the access to, time

with, and quality of time with advisors was satisfactory. As a result, advisors within CALS

should ensure that students are receiving regular information regarding both internships, events

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on campus, and professional school opportunities. When an advisor meets with students, they

should also discuss options for students involving internships and graduate school. Graduates

also indicated that advising could have aided them more effectively with events on campus.

Advisors should ensure that students are connected to regular communication regarding special

events on and off campus including sporting events, workshops, and career expositions. CALS

is faced with competition from other institutions and colleges within the University of Arizona as

indicated by the Net Promoter Score (NPS). This may be a result of unfavorable views of

academic advising and Career & Academic Services. CALS must continue to evaluate graduates

and their perceptions of degree value to ensure that future and current students are given

opportunities to be successful and competitive in the job market.

Objective Two Conclusions

Objective two sought to describe the perceptions of recent CALS graduates on

employment readiness. Employment readiness as defined by McLarty and Vansickle (1997) is

the possession of the skills necessary to meet the challenges of technological advances,

organizational restructuring, and global economic competition. In order to evaluate graduates

perceptions of employment readiness the instrument included seven areas that involved skills

graduates would have acquired and refined throughout their time at the University of Arizona

within CALS. Those areas included: Communication skills, Decision-making/problem solving

skills, Self-management skills, Teamwork skills, Professionalism, Experiences, and Leadership.

Each area had several items that evaluated CALS’ ability to improve graduates proficiency and

employment readiness.

The first area, Communication skills, had six items, each evaluating graduates abilities to

effectively communicate. The overall mean value was 4.88 (SD = 0.12) this indicated that

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overall, graduates “Agree” that CALS aided them in improving their proficiency with the items

related to Communication skills.

Decision-making/problem solving skills had six items, each evaluating graduates’ ability

in effective decision making and problem solving. The overall mean was 4.95 (SD = 0.19)

which indicated that graduates “Agree” that CALS aided them in improving their proficiency in

the items related to Decision-making/problem solving skills.

Self-management skills had eight items, each evaluating graduates’ ability to apply self-

management skills to their employment. The overall mean was 5.02 (SD = 0.07) suggesting that

graduates “Agree” that CALS aided them in improving their proficiency in the items related to

Self-management skills.

Teamwork skills had seven items, each item evaluated CALS ability to improve

graduates’ proficiency in relation to teamwork skills. The overall mean for the Teamwork skills

items was 5.06 (SD = 0.96) indicating that graduates “Agree” that CALS improved their

proficiency within the items related to teamwork skills.

Professionalism had a total of eight items with an overall mean of 4.71 (SD = 1.19) or

“Agree” on the Likert-type scale. One item, “demonstrate effective relationships” was the only

item that the graduates “Agreed” upon. This suggests that graduates only slightly agree that

CALS improved their proficiency within the items related to Professionalism.

Experiences had five items with an overall mean of 4.84 (SD = 1.19) or “Agree” on the

Likert-type scale. The item, “seek out related work or internship experiences” had the lowest

mean with 4.42. This is also reflected within objective one under the academic advising area.

The item “my advisor aided me in finding internships related to my degree” had a mean value of

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3.42. CALS graduates have indicated that they only slightly agree with improved proficiency in

seeking out related work or internship experiences.

Leadership had seven items with an overall mean of 4.96 (SD = 1.06) or “Agree” on the

Likert-type scale. Two items within the Leadership section had mean values within the “Agree”

level of agreement. Those items, “recognize when to lead a group” and “acknowledge

contributions from others.”

Objective Two Implications

Objective two findings indicate that graduates overall “Agree” that CALS improved their

proficiency within the items related to employment readiness. There were no items within the

sections that fell within the level of disagreement on the Likert-type scale used for all items.

This suggests that CALS is preparing students for employment, however, there is room for

improvement particularly within the items related to Professionalism (mean value of 4.71, SD =

1.19), Experiences (mean value of 4.84, SD = 1.19), and Communication skills (mean value of

4.88, SD = 0.12)

Objective Two Recommendations to Practice

Overall, graduates were within the level of agreement for all employment readiness

items. The items that should be evaluated more in depth by CALS are the Professionalism and

Experiences. Professionalism had the lowest overall mean value of 4.71 while Experiences had

a mean value of 4.84. Within the Experiences section, the item with the lowest mean was “seek

out related work or internship experiences” which, as mentioned earlier, corresponds with a

previous item which asked about advising and the exposure to internships related to the

graduates degree. Together, these items suggest that graduates need to be exposed and informed

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more frequently about available internships related to the degree. The low mean value could also

indicate that students are unaware that CALS offers information regarding internships.

CALS should consider implementing a survey of employers of graduates of CALS. This

could be used to determine what skills employers find necessary from recent college graduates.

This could also prove to be useful when evaluating curriculum and the content needed for

different professions. CALS should continue to evaluate graduate perceptions of employment

readiness to ensure that future graduates are being adequately prepared to compete in today’s job

market.

Objective Three Conclusions

Objective three sought to describe graduate perceptions of the program of study.

Program of study was defined as the degree or focus area of a CALS student. In order to

evaluate graduates’ perceptions of their program of study, four items were used within the

instrument. Overall, graduates were not satisfied with Career & Academic Services, however,

they were satisfied with academic advising.

Objective Three Implications

Similarly to objective one, objective three evaluated Career & Academic Services

(formerly Academic Programs) and academic advising in order to determine graduates

perceptions of their program of study or degree/major area. The items were, “Career &

Academic Services helped me find careers related to my degree” and “Career & Academic

Services helped me find internships related to my degree” the mean values for these items were

3.5 and 3.05 (SD= 1.57; 1.57) or “Slightly Disagree” on the Likert-type scale. As mentioned

within objective one, graduates of CALS fall in the level of disagreement for items involving

Career & Academic Services. Graduates overall found that Career & Academic Services was

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unhelpful when aiding graduates in finding internships and careers related to the graduates

degree.

Graduates of CALS viewed the overall assessment of academic advising within the level

of agreement on the Likert-type scale. The item, “Overall I am satisfied with the academic

advising within CALS” had a mean value of 4.39 or “Slightly Satisfied” (SD=1.59) suggesting

that graduates were overall slightly satisfied with academic advising within CALS.

The last item, “If you were selecting a degree for the first time, how likely is it you would

choose one within CALS?” had a mean value of 6.77 (SD=2.41). The mean value suggests that

CALS graduates were within the level of agreement or likely to choose a degree within CALS if

choosing a degree for the first time.

As mentioned previously, CALS graduates were not satisfied with Career & Academic

Services, citing no knowledge of their services, or no need of their services; their responses can

be found in Appendix L. An overall assessment of academic advising found it to be satisfactory

with graduates. In addition, if graduates were selecting a degree for the first time, they were

likely to choose one within CALS based off the mean value of 6.77 on a ten-point scale with “0”

being “Not at all likely”, “5” being “Neutral”, and “10” being “Extremely likely”. This item was

also utilized for the Net Promoter Score using a different scale.

Objective Three Recommendations to Practice

Career & Academic Services must promote and market their available services to

students (current and prospective) more actively. Career & Academic Services should consider

reaching out to academic advisors to ensure that students are being exposed to the services

available. As seen in the Net Promoter Score (NPS), graduates were overall satisfied with the

University of Arizona, but nearly neutral if given the option to select a degree again within

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CALS. Although the mean value was above the neutral point of five on the ten-point scale

(6.77), CALS will face competition from other institutions and other colleges within the

University of Arizona when future students are communicating with alumni about degrees and

colleges.

Objective Four Conclusions

Objective four sought to describe the Describe the employment experience and status of

recent CALS graduates. Three items were used in the assessment and definition of graduates

employment experience and status.

The first item asked employment status of the graduates. Of which 49% (n=35) indicated

that were employed full-time, 25% (n=18) indicated they were attending graduate or professional

school, and 10% (n=7) indicated they were unemployed. Of the graduates that were attending

professional or graduate school, seven were obtaining their Master’s, 4 Ph.D., and seven selected

a degree other than a Master’s or Ph.D. Those other degrees included a Doctor of veterinarian

medicine (D.V.M.), and Medical doctor (M.D.). Overall, 84% (n=60) of graduates were either

employed or attending graduate school while 10% (n=7) graduates suggested they were

unemployed.

Objective Four Implications

The information gathered from graduates suggests that there could be an unemployment

issue considering 10% (n = 7) were not currently employed. This is nearly four percent higher

than the national average of 6.1% unemployment (Bureau of Labor Statistics, 2014).

Additionally, less than half (49%) of the graduates were employed full-time. There were also ten

graduates who were currently pursuing higher degrees of education.

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Objective Four Recommendations to Practice

CALS may wish to pursue alumni to determine which career they have entered, and if it

is related to the individual’s degree. As mentioned within objective two recommendations, the

implementation of an employer survey should occur. This would allow CALS to determine what

skills graduates need in order to be successful within the global economy or within graduate or

professional school. In addition, the follow-up survey could serve as an indication of which

majors have higher unemployment rates resulting in CALS altering curriculum to better suit

graduates and eventually employers of graduates.

Recommendations for future studies

Based off the data of this study, CALS should continue to evaluate graduates for both

refinement of curricula and to gauge what employers seek out of new graduates. This will aid

CALS in preparing current and future students for the global job market. CALS should further

examine and evaluate student use and knowledge Career & Academic Services. If CALS

graduates are not aware of Career Services, more marketing to the student body throughout a

student’s time at UA may be advantageous to both the student and Career Services. By

implementing continuous follow-up studies of graduates, CALS will be able to adjust the various

programs and curricula in order to better serve the students within CALS and the employers who

will hire them after they graduate.

To summarize, graduates overall value their degree from CALS, however they expressed

their lack of satisfaction with college offered services, mainly Career & Academic Services. The

lack of satisfaction was also seen in the Net Promoter Score (NPS) for CALS. CALS had a

negative NPS which suggests CALS may face competition from other institutions and may lack

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positive recommendations from graduates to prospective students. The negative NPS for CALS

may be related to the lack of satisfaction with Career & Academic services, finding internships,

or connecting with events on campus. The NPS for UA was positive which suggests that

graduates were pleased with their selection of UA.

Graduates of CALS agree that the college is doing a satisfactory job in preparing them to

be successful in careers after graduation. The preparation is in the teaching and refinement of

the seven soft-skills: Communication, Decision-making/problem-solving, Self-management,

Teamwork, Professionalism, Experiences, and Leadership. In addition, graduates of CALS were

pleased with access and time with their academic advisor, but suggested that more information

regarding on-campus events and internships related to their careers would have been beneficial.

Tanner | 78

List of References

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Education (8 ed.). Belmont, CA: Wadsworth Publishing.

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Bekkurn, V. A. (1993). Experience needs of College of Agriculture graduates as perceived by

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Barkley, A. P. (1993). Consumer satisfaction” response from Kansas State alumni. NACTA

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Bauer, K. W., & Bennett, J. S. (March 01, 2003). Alumni Perceptions Used to Assess

Undergraduate Research Experience. The Journal of Higher Education, 74, 2, 210-230.

Casner-Lotto, J., & Barrington, L. (2006). Are They Really Ready to Work? Employers'

Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st

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Crawford, P., Lang, S., Fink, W., Dalton, R., & Fielitz, L. (2011). Comparative analysis of soft

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Denton, J. J. (1979). Adequacy of Teacher Preparation Programs as Perceived by Graduates of

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Tanner | 79

Dillman, D. A., Smyth, J. D., Christian, L. M., & Dillman, D. A. (2009). Internet, mail, and

mixed-mode surveys: The tailored design method. Hoboken, N.J: Wiley & Sons.

Ender, S. C., Winston, R. B., & Miller, T. K. (1982). Academic advising as student development.

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Ellis, R. (1993). Quality Assurance for University Teaching. Taylor & Francis, 1900 Frost Road,

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Foster, B. B., & Hartney, M. J. (January 01, 2000). A Follow-up Survey of 1996 Graduates from

the College of Agriculture, The University of Arizona. Nacta Journal, 44,38-44.

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (1993). How to design and evaluate research in

education.

Gardner, D. P., Larsen, Y. W., & Baker, W. (1983). A nation at risk: The imperative for

educational reform. Washington, DC: US Government Printing Office.

Gonzalez, Ismael (1976). A Follow-up Study of Graduates from the College of Agriculture, The

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Hoyle, D. (2001). ISO 9000: quality systems handbook.

Kuh, G. D. (2005). Assessing conditions to enhance educational effectiveness: The inventory for

student engagement and success. San Francisco: Jossey-Bass.

Keeves, J. P. (Ed.). (1988). Educational research, methodology, and measurement: An

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Kelley, T.L. (1942). The Reliability Coefficient. Psychometrika, 1942.

Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educ

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Tanner | 80

Lindner, J. R., Murphy, T. H., & Briers, G. E. (2001). Handling nonresponse in social science

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Lopez, J., & Whittington, M. S. (January 01, 2001). Higher-Order Thinking in a College Course:

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Madewell, T. M., Savin, M. C., & Brye, K. R. (2003). Alumni and employer perceptions of crop,

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McGee, M. B., & Cheek, J. G. (June 01, 1990). Assessment Of The Preparation And Career

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McCormick, D. F., & Whittington, M. S. (January 01, 2000). Assessing Academic Challenges

for Their Contribution to Cognitive Development. Journal of Agricultural Education,

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Tanner | 81

Moden, G. O., & Williford, A. M. (1988). Applying alumni research to decision making. New

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Tanner | 82

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Tanner | 83

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Clearinghouse on Tests, Measurement, and Evaluation.

Tanner | 84

APPENDIX A: Stratification of Sample

Tanner | 85

Frame Data Sample

Data

Year N % n

2011 630 33 106

2012 645 34 108

2013 633 33 106

Total: 1908 100 320

2011

Major # of

Graduates

% of Total # Sampled

Agribusiness Economics & Mgmt. 36 6 6

Agricultural Tech Mgmt. & Educ. 25 4 4

Animal Sciences 21 3 3

Crop Production 4 1 1

Environmental & Water Res.

Economics

5 1 1

Environmental Sciences 32 5 6

Family Studies & Human

Development

136 22 23

Microbiology 59 9 10

Natural Resources 30 5 6

Nutritional Sciences 99 15 16

Plant Sciences 11 2 2

Retailing & Consumer Science 121 19 20

Veterinary Science 51 8 8

Total: 630 100 106

Tanner | 86

2012

Major # of

Graduates



Agricultural Tech Mgmt. & Educ. 3 <1 1


Crop Production 1 <1 1


Economics

8 1 1



Development

176 27 29

General Agriculture 1 <1 1

Microbiology 52 8 9



Plant Sciences 4 <1 1


Soil & Water Science 1 <1 1


Total: 645 100 108

2013

Major # of

Graduates



Agricultural Tech Mgmt. & Educ. 15 3 3


Crop Production 5 1 1


Economics

7 1 1



Development

148 23 25

Microbiology 64 10 10



Plant Sciences 9 1 1


Sustainable Plant Systems 4 1 1


Total: 633 100 106

Tanner | 87

APPENDIX B: Copy of the Instrument

Tanner | 88

The University of Arizona Consent to Participate in Research

Study Title: Perceptions of Degree Value and Employment Readiness of Recent CALS

Graduates

Principal Investigator: Andie Tanner

This is a consent form for research participation. It contains important information about this

study and what to expect if you decide to participate. Please consider the information carefully.

Feel free to discuss the study with your friends and family and to ask questions before making

your decision whether or not to participate. You may or may not benefit as a result of

participating in this study. Also, as explained below, your participation may result in unintended

or harmful effects for you that may be minor or may be serious, depending on the nature of the

research.

The research project entitled “Perceptions of Degree Value and Employment Readiness of

Recent CALS Graduates” is being conducted to learn about the perceptions and experiences of

graduates from the College of Agriculture and Life Sciences (CALS). Graduates of CALS are in

a unique position to judge the strengths and weaknesses of their undergraduate experience. An

outcome assessment of undergraduate programs is desired to describe students’ perceptions of

degree value and employment readiness. There will be 322 graduates from CALS involved in

this study, selected at random from the total graduate populations of the classes of 2011, 2012,

and 2013.

If you agree to participate, your participation will involve the completion of an online

questionnaire that will take approximately 15 minutes of your time. You may quit the

questionnaire at any time. Your participation is voluntary. You may refuse to participate in this

study. If you decide to take part in the study, you may leave the study at any time. No matter

what decision you make, there will be no penalty to you. Your decision will not affect your

future relationship with The University of Arizona. There are no expected risks and there is no

direct benefit to participating in this study.

Efforts will be made to keep your study-related information confidential. However, there may be

circumstances where this information must be released. For example, personal information

regarding your participation in this study may be disclosed if required by state law. Also, your

records may be reviewed by the Office for Human Research Protections or the federal, state, or

international regulatory agencies; or The University of Arizona Institutional Review Board or

Office of Responsible Research Practices. If you choose to participate in the study, you may

discontinue participation at any time without penalty or loss of benefits. You do not give up any

personal legal rights you may have as a participant in this study. You will be provided with any

new information that develops during the course of the research that may affect your decision

whether or not to continue participation in the study.

Tanner | 89

You may refuse to participate in this study without penalty or loss of benefits to which you are

otherwise entitled. An Institutional Review Board responsible for human subjects research at

The University of Arizona reviewed this research project and found it to be acceptable,

according to applicable state and federal regulations and University policies designed to protect

the rights and welfare of participants in research.

For questions, concerns, or complaints about the study you may contact Andie Tanner at

[email protected] or 520-621-1523. For questions about your rights as a participant in

this study or to discuss other study-related concerns or complaints with someone who is not part

of the research team, you may contact the Human Subjects Protection Program at 520-626-6721

or online at http://orcr.arizona.edu/hspp. I have read (or someone has read to me) this form and I

am aware that I am being asked to participate in a research study. I have had the opportunity to

ask questions and have had them answered to my satisfaction.

By clicking on the "I agree to participate", you are voluntarily agreeing to participate in this

study.

I agree to participate in this study

Tanner | 90

Q2 Degree Value of Recent College of Agriculture and Life Sciences (CALS) Graduates For the following

statements, please select the response that most accurately reflects your level of agreement.

Strongly Disagree

Disagree Slightly

Disagree Slightly Agree

Agree Strongly

Agree

Neither Disagree or

Agree

CALS prepared me for a career within

agriculture and the life

sciences

I can apply the

knowledge from my

CALS degree to my career

CALS helped me

gain professional

guidance


(formerly Academic Programs) helped me

find careers related to my degree


helped me find

internships related to my degree

Tanner | 91

Q3 For the following statements, please select the response that most accurately reflects your level of

agreement.

Strongly Disagree

Disagree Slightly


Agree Strongly

Agree

Neither Agree or Disagree

I had sufficient access to my

academic advisor for academic advising

My advisor offered quality

guidance towards

completing my degree

I feel my advisor aided me connect to

events on campus

My advisor aided me in

finding internships

relevant to my degree


information regarding graduate

school opportunities

Overall, I am satisfied with the academic

advising within CALS

Tanner | 92

Q4 If you were selecting a degree for the first time, how likely is it that you would choose one within

CALS?

0

1

2

3

4

5

6

7

8

9

10

Q5 If you were selecting a university for the first time, how likely is it that you would choose The


0

1

2

3

4

5

6

7

8

9

10

Q6 How likely is it that you would recommend CALS to a friend or collegue?

0

1

2

3

4

5

6

7

8

9

10

Tanner | 93

Q9 For the following questions, rate your level of satisfaction. The scale ranges from “very satisfied” to

“very dissatisfied”.

Very

Dissatisfied Moderately Dissatisfied

Mildly Dissatisfied

Mildly Satisfied

Moderately Satisfied

Very Satisfied

Neither Satisfied or Dissatisfied

Overall, how

satisfied are you

with your degree

from the University

of Arizona?

Overall, how

satisfied are you

with CALS

Tanner | 94

Q10 Preparation for Employment Communication Skills

For the following statements, please select the response that most accurately reflects your level of

agreements. The scale ranges from "strongly agree" to "strongly disagree" My experience within CALS

helped me improve my proficiency to:

Strongly Disagree

Disagree Slightly


Agree Strongly

Agree


accurately communicate

concisely communicate

utilize oral communication

skills

utilize written communication

skills

communicate professionally

listen effectively

Tanner | 95

Q11 Decision-making/problem solving skills




Strongly Disagree

Disagree Slightly


Agree Strongly

Agree


identify problems

take appropriate

action

realize the effect of decisions

create innovative solutions

transfer knowledge from one

situation to another

engage in life-long learning

Tanner | 96

Q12 Self-management skills




Strongly Disagree

Disagree Slightly


Agree Strongly

Agree


utilize efficient

work-habits

utilize effective

work-habits

be a self-starter

exhibit a well-

developed work ethic

demonstrate integrity

demonstrate loyalty

work well under

pressure

apply appropriate technology

Tanner | 97

Q13 Teamwork skills For the following statements, please select the response that most accurately

reflects your level of agreements. The scale ranges from "strongly agree" to "strongly disagree" My

experience within CALS helped me improve my proficiency to:

Strongly Disagree

Disagree Slightly


Agree Strongly

Agree


be productive as a team member

exhibit a positive attitude

be punctual

meet deadlines

maintain accountability

work with mulitple

approaches

be aware of diversity

Tanner | 98

Q14 Professionalism For the following statements, please select the response that most accurately

reflects your level of agreements. The scale ranges from "strongly agree" to "strongly disagree" My


Strongly Disagree

Disagree Slightly


Agree Strongly

Agree


demonstrate effective

relationships

apply direction in

the work place

understand my role in the work

place

identify realistic career

expectations

deal effectively

with ambiguity

maintain appropriate demeanor

select an appropriate

mentor

accept advice from

a mentor

Tanner | 99

Q14 Experiences For the following statements, please select the response that most accurately reflects

your level of agreements. The scale ranges from "strongly agree" to "strongly disagree" My


Strongly Disagree

Disagree Slightly


Agree Strongly

Agree


seek out related work or internship experiences

demonstrate teamwork

experiences

demonstrate leadership

experiences

demonstrate project

management experiences

seek out community

engagement opportunities

Tanner | 100

Q15 Leadership For the following statements, please select the response that most accurately reflects

your level of agreements. The scale ranges from "strongly agree" to "strongly disagree" My


Strongly Disagree

Disagree Slightly


Agree Strongly

Agree


think strategically

recognize when to lead

a group

recognize when to follow a leader

acknowledge contributions from others

constructively manage conflict

build professional relationships

lead others

Tanner | 101

Q16 Current Status For the following questions please choose the statement that most nearly describes

your current employment status Check the statement that best describes your current employment

activities

Employed full-time

Employed part-time

Attending graduate or professional school

Unemployed

Answer If Employment Experience and Readiness of Recent CALS Graduates For the following questions

please choose the statement that most nearly describes your current employment status Check

the state... Unemployed Is Selected

Q17 In the previous question, you selected that you are unemployed. Please describe your status:



the state... Attending graduate or professional school Is Selected

Q22 In the previous question you selected that you are attending graduate or professional

school. Please answer the following questions.What degree are you currently pursuing?

Master's

PhD

Other ____________________



the state... Attending graduate or professional school Is Selected

Q23 What is the highest degree you plan to complete?

Q18 Did you seek assistance from Career & Academic Services in your search for employment during

your undergraduate experience?

Yes, it was helpful

Yes, it was not helpful

No

Tanner | 102

Answer If Did you seek assistance from Career & Academic Services in your search for employment

during your undergraduate experience; Yes, it was helpful Is Selected

Q19 How was Career & Academic Services helpful?


during your undergraduate experience; Yes, it was not helpful Is Selected

Q20 How was Career & Academic Services not helpful?


during your undergraduate experience; No Is Selected

Q21 Why did you not utilize Career & Academic Services?

Q24 Personal Experiences Please complete the following questions. What year did you graduate from

The University of Arizona?

2011

2012

2013

Q25 What is your age?

Q26 Which state do you currently live in?

Q27 What is your sex?

Male

Female

Tanner | 103

Q28 How many years did it take to complete your undergraduate degree

3

4

5

Other ____________________

Q29 In the space provided, feel free to add additional comments regarding your experience with CALS at

The University of Arizona.

Tanner | 104

APPENDIX C: Panel of Experts

Tanner | 105

Panel of Experts

Dr. Robert Torres Professor, Agricultural Education

Dr. Ryan Foor Assistant Professor, Agricultural Education

Dr. Edward Franklin Associate Professor, Agricultural Education

Tanner | 106

Degree Value of Recent College of Agriculture and Life Sciences (CALS)

Graduates

Directions: For the following statements, please select the response that most accurately reflects your

feelings. The six-point scale ranges from “strongly agree” to “strongly disagree”.

Strongly

Disagree

Disagree Slightly

Disagree

Slightly

Agree

Agree Strongly

Agree

Prefer not

to answer

Question Clarity Appropriateness

CALS prepared me for a career

within agriculture and the life

sciences

I can apply the experiences from

my CALS degree to my career

CALS helped me gain

professional direction



helped me find careers related to

my degree



helped me find internships

related to my degree

I had sufficient access to my

academic advisor for academic

advising

My advisor offered quality

guidance towards completing

my degree

I feel my advisor helped me

connect to student resources

Tanner | 107

I feel my advisor helped me

connect with events on campus

My advisor aided me in finding

internships relevant to my

degree fee


information regarding graduate

school opportunities


academic advising within CALS

CALS actively engages its

alumni

CALS values its alumni

For the following questions, rate your level of agreement on a scale of 1-10, ten being “extremely likely”

and one being “not likely at all” and five being “neutral”.

1 Not likely at all 2 3 4 5 Neutral 6 7 8 9 10 Extremely Likely Prefer not to answer

If you were selecting a degree

for the first time, how likely is it

that you would choose one

within CALS?

* Net-Promoter-Score: 1-10

If you were selecting a

University for the first time, how

likely is it that you would

choose The University of

Arizona?

*Net-Promoter-Score: 1-10

How likely is it that you would

recommend CALS to a friend or

colleague?

Tanner | 108

For the following question, rate your level of satisfaction. The six-point scale ranges from “very

satisfied” to “very dissatisfied”.

Very

Dissatisfied

Moderately

Dissatisfied

Mildly

Dissatisfied

Mildly

Satisfied

Moderately

Satisfied

Very Satisfied

Overall, how satisfied are you

with your degree from The


Overall, how satisfied are you

with CALS?

Preparation for Employment

Communication Skills: Directions: For the following statements, please select the response that most accurately reflects your

level of agreement. The six-point scale ranges from “strongly agree” to “strongly disagree”.

Strongly

Disagree

Disagree Slightly

Disagree

Slightly

Agree

Agree Strongly

Agree

Prefer not

to answer

My experience within CALS helped me improve my proficiency to:

Area Clarity Appropriateness

Accurately

communicate

Concisely

communicate

Utilize oral

communication skills

Utilize written

communication skills

Communicate

professionally

Tanner | 109

Decision-making/problem-solving Skills:



Strongly

Disagree

Disagree Slightly

Disagree

Slightly

Agree

Agree Strongly

Agree

Prefer not

to answer


Self-Management Skills:



Strongly

Disagree

Disagree Slightly

Disagree

Slightly

Agree

Agree Strongly

Agree

Prefer not

to answer

Listen effectively

Ask good questions


Identify problems

Take appropriate

action

Realize the effect of

decisions

Create innovative

solutions

Transfer knowledge

from one situation to

another

Engage in life-long

learning

Tanner | 110


Teamwork Skills:



Strongly

Disagree

Disagree Slightly

Disagree

Slightly

Agree

Agree Strongly

Agree

Prefer not

to answer



Utilize efficient work-

habits

Utilize effective work-

habits

Be a Self-starter

Exhibit a well-

developed work ethic

Demonstrate integrity

Demonstrate loyalty

Work well under

pressure

apply appropriate

technology


Be productive as a

team member

Exhibit a positive

attitude

Tanner | 111

Professionalism:



Strongly

Disagree

Disagree Slightly

Disagree

Slightly

Agree

Agree Strongly

Agree

Prefer not

to answer

My experience within CALS helped me improve my proficiency to

Be punctual

Meet deadlines

Maintain

accountability

Work with multiple

approaches

Be aware to diversity


Demonstrate effective

relationships

apply direction in the

work place

Understand my role in

the workplace

Identify realistic career

expectations

Deal effectively with

ambiguity

Tanner | 112

Experiences:


level agreement. The six-point scale ranges from “strongly agree” to “strongly disagree”.

Strongly

Disagree

Disagree Slightly

Disagree

Slightly

Agree

Agree Strongly

Agree

Prefer not

to answer


Leadership:



Strongly

Disagree

Disagree Slightly

Disagree

Slightly

Agree

Agree Strongly

Agree

Prefer not

to answer


Maintain appropriate

demeanor

Select an appropriate

mentor

Accept advice from a

mentor


Seek out related work

or internship

experiences

Demonstrate

teamwork experiences

Demonstrate

leadership experiences

Demonstrate project

management

experience

Seek out community

engagement

opportunities

Tanner | 113

Employment Experience and Readiness of Recent CALS Graduates

For the following questions please choose one statement that most nearly describes your current

employment status.

Check one statement that best

describes your current

employment activities

Employed full-time

Employed part-time

Attending graduate or

professional school

Unemployed


Think strategically

Recognize when to

lead a group

Recognize when to

follow a leader

acknowledge

contributions from

others

constructively manage

conflict

Build professional

relationships

lead others

Tanner | 114

(Option available if unemployed

chosen) If you are unemployed

please describe your status:

(Open-ended question)

Did you seek assistance from



in your search for employment

during your undergraduate

experience?

Yes, it was helpful

o How was it

helpful?

Yes, it was not helpful

o How was it not

helpful

No

o Why did you not

utilize Career

and Academic

Services?

(Only if in graduate/professional

school)

If you are attending graduate or

professional school, please

answer the following questions

What degree are you

pursuing?

o Master’s

o PhD

o Other (specify)

What is the highest

degree you plan to

complete?

Please comment in more detail on your experience at the University of Arizona

Personal Experience: Open-ended questions

Please complete the following questions

Question Clarity Appropriateness

What year did you graduate?

Tanner | 115

What is your age?

Which state do you currently

live in?

What is your sex?

How many years did it take to

complete your undergraduate

degree?

In the space below feel free to

add additional comments

regarding your experience with

CALS at the University of

Arizona

Tanner | 116

APPENDIX D: Pre-Notice Letter

Tanner | 117

Greetings ${m://FirstName},

As a graduate from the College of Agriculture and Life Sciences (CALS) at The University

of Arizona, you have the opportunity to assist in improving the undergraduate experience

for future students. In a few days, you will receive an email that will connect you to an

online questionnaire regarding your experience as an undergraduate student in CALS.

The purpose of this study is to gather information that will be utilized by the college to

improve and refine the various programs in CALS. Participation in the study is completely

voluntary. An Institutional Review Board responsible for human subjects research at The

University of Arizona reviewed this research project and found it to be acceptable,

according to applicable state and federal regulations and University policies designed to

protect the rights and welfare of participants in research.

If you agree to participate, you will complete a 15-minute questionnaire about your

educational experience and program at The University of Arizona as well as provide

information about your current employment. You may be assured of complete

confidentiality. Your name will never be used or entered into the computer program used to

analyze the results. Your information will not be released to those outside of the study

staff. As a token of appreciation, you will be provided an electronic Starbucks gift card,

which will be included in the email you receive on Wednesday, April 23, 2014. Thank you

for your participation in this study.

Sincerely,

Dr. Joy Winzerling

Bart Cardon Associate Dean, Career and Academic Services

Dr. Ryan Foor

Assistant Professor, Agricultural Education

Mr. Andie Tanner

Graduate Student, Agricultural Education

Follow the link to opt out of future emails:

${l://OptOutLink?d=Click here to unsubscribe}${l://SurveyLink?d=.}

Tanner | 118

APPENDIX E: First-contact Email

Tanner | 119


You have been selected to participate in a research study of graduates of the College of Agriculture and

Life Sciences (CALS) at the University of Arizona.

The research project entitled Perceptions of Degree Value and Employment Readiness of Recent CALS

Graduates is being conducted to learn about the perceptions and experiences of graduates from

CALS. As a graduate of CALS, you are in a unique position to judge the strengths and weaknesses

of your undergraduate experience.

If you agree to participate, your participation will involve the completion of an online questionnaire that

will take approximately 15 minutes of your time.

An Institutional Review Board responsible for human subjects research at The University of Arizona

reviewed this research project and found it to be acceptable, according to applicable state and federal

regulations and University policies designed to protect the rights and welfare of participants in

research. For questions, concerns, or complaints about the study you may contact Andie Tanner at

[email protected] or 520-621-1523. For questions about your rights as a participant in this

study or to discuss other study-related concerns or complaints with someone who is not part of the

research team, you may contact the Human Subjects Protection Program at 520-626-6721 or online at

http://orcr.arizona.edu/hspp.

As a token of appreciation for your participation, a link to an electronic Starbucks gift card is included

here: ${m://ExternalDataReference}. To redeem, you will need the challenge code:

${e://Field/ExternalDataReference2}

To participate in the study, click the link at the end of this message.

Thank you for your time,

Dr. Joy Winzerling


Dr. Ryan M. Foor


Mr. Andie Tanner


Follow this link to the Survey: ${l://SurveyLink?d=Take the Survey}

Or copy and paste the URL below into your internet browser:

${l://SurveyURL}

Follow the link to opt out of future emails: ${l://OptOutLink?d=Click here to unsubscribe}

Tanner | 120

APPENDIX F: Second-contact Email

Tanner | 121


A few days ago, you received an email detailing a study that is being conducted by the College

of Agriculture and Life Sciences at The University of Arizona. The study titled entitled

“Perceptions of Degree Value and Employment Readiness of Recent CALS Graduates” is being

conducted to learn about the perceptions and experiences of graduates from the College of

Agriculture and Life Sciences (CALS).

If you agree to participate, your participation will involve the completion of an online

questionnaire that will take approximately 15 minutes of your time.

An Institutional Review Board responsible for human subjects research at The University of

Arizona reviewed this research project and found it to be acceptable, according to applicable

state and federal regulations and University policies designed to protect the rights and welfare of

participants in research. For questions, concerns, or complaints about the study you may contact

Andie Tanner at [email protected] or 520-621-1523. For questions about your rights

as a participant in this study or to discuss other study-related concerns or complaints with

someone who is not part of the research team, you may contact the Human Subjects Protection

Program at 520-626-6721 or online at http://orcr.arizona.edu/hspp.

As a token of appreciation for your participation, a link to an electronic Starbucks gift card is

included here: ${m://ExternalDataReference}. To redeem, you will need the challenge code:




Dr. Joy Winzerling


Dr. Ryan M. Foor


Mr. Andie Tanner




${l://SurveyURL}

Follow the link to opt out of future emails:

${l://OptOutLink?d=Click here to unsubscribe}

Tanner | 122

APPENDIX G: Third-contact Email

Tanner | 123


For the past few days, you received emails detailing a study that is being conducted by the College of

Agriculture and Life Sciences at The University of Arizona. The study titled entitled “Perceptions of

Degree Value and Employment Readiness of Recent CALS Graduates” is being conducted to learn about

the perceptions and experiences of graduates from the College of Agriculture and Life Sciences (CALS).

CALS values your opinion, and the completion of the questionnaire will give valuable data to CALS in

their continuous efforts to both refine and improve the various aspects of the college.
















Dr. Joy Winzerling


Dr. Ryan M. Foor


Mr. Andie Tanner




${l://SurveyURL}


Tanner | 124

APPENDIX H: Final-contact Email

Tanner | 125


For the past few days, you received emails detailing a study that is being conducted by the College of

Agriculture and Life Sciences at The University of Arizona. The study titled entitled “Perceptions of

Degree Value and Employment Readiness of Recent CALS Graduates” is being conducted to learn about

the perceptions and experiences of graduates from the College of Agriculture and Life Sciences (CALS).

CALS values your opinion, and the completion of the questionnaire will give valuable data to CALS in

their continuous efforts to both refine and improve the various aspects of the college.
















Dr. Joy Winzerling


Dr. Ryan M. Foor


Mr. Andie Tanner




${l://SurveyURL}


Tanner | 126

APPENDIX I: List of majors within CALS

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List of majors within CALS and represented in the study

Agribusiness Economics & Mgmt.

Agricultural Tech Mgmt. & Educ.

Animal Sciences

Crop Production

Environmental & Water Res. Economics

Environmental Sciences

Family Studies & Human Development

General Agriculture

Microbiology

Natural Resources

Nutritional Sciences

Plant Sciences

Retailing & Consumer Science

Soil & Water Science

Sustainable Plant Systems

Veterinary Science

Retailing & Consumer Science

Tanner | 128

APPENDIX J: Student responses to

“How was Career & Academic Services helpful?”

Tanner | 129

Student Responses to, “How was Career & Academic Services helpful?”

I got my resume formatted correctly.

Jacqueline Larriva took a look at my personal interests and recommended a lot based

on what I had genuine interest in. Her experience with these areas also reinforced the

information that was provided and made me feel as if she really knew what she was

talking about. That made me feel more comfortable with my options.

It provided the Wildcat JobLink where I was able to find a work study position.

Extremely Helpful. I went all the time for Resume Check and the Career fairs should

be Mandatory to attend

I was able to get many wonderful internships that have helped me immensely in getting

jobs and into graduate school.

Informative

Helped me prepare my resume for a specific job listing.

Helped with my resume and letter of interest for a dietetic internship. They helped me

during graduate school, I was not aware of them during undergrad.

Provided me an opportunity to meet with other agencies within my field. I was then

able to use the meeting to leverage my employer into improving my status at work.

Explaining expectations of pharmacy school and how to resume build.

Always were available to answer questions and point me in the direction of contacts for

available internships and employment opportunities.

On campus interviews, career fairs, and workshops put on by them and my college

Used them for help with interview practice.

Tanner | 130

They guided to companies and certain people to contact for any opportunities they

might be offering.

They provided resources that encouraged me to focus and be productive toward

achieving a degree.

Email alerts for job postings

Provided information on different career options.

Wildcat joblink was helpful

Student responses to, “How was Career & Academic Services not helpful?”

I only attended maybe one Career Fair and the vendors that attended did not apply to

my degree/field.

My questions were not thoroughly answered

Being a microbiology student, my resume included many laboratory skills and

technical work experience. The person who helped refine my resume did not have a

scientific background and was unhelpful in providing constructive criticism to improve

it.

Nothing was done outside of my own research to follow through in an internship or full

time employment interviews. I did all the research, I would present the opportunities I

found. There is nothing I can remember Career Services actually did for me.

I fell that my advisors did not care about me or my future. It was hard to get an

appointment with them.

They didn't help me find appropriate work or let me know the specific types of jobs I

would be qualified for with my degree.

Tanner | 131

Since I was a transfer student, I wish I knew most internships must be during the

summer before your senior year. I wish I had more access to internships after college

graduation.

Student responses to, “Why did you not utilize Career & Academic Services?”

I was already volunteering at the place where I would apply for work post-graduation.

The services offered at the time were more about resume building and job fairs, not a

lot of tailored help regarding job searching/volunteering opportunities

I planned my own post-graduation education

I did not realize such a service was offered by CALS. I have utilized the University's

JobLink service.

I found everything on my own

Already had work

Used Eller Career services to check my resume, didn’t need any other help

I did not use career services because I had an opportunity to meet with a company

when they came to speak with the director of my advisory board. I learned about what

career path the company had and applied.

At the time, I was considering going to graduate school, but made a last minute

decision to instead get some work experience.

Wanted to go right to grad school

Because I received assistance from the Graduate College at the UA and help through

the Ronald E. McNair Achievement Program at the UA in helping me apply to

graduate schools and fellowships

Tanner | 132

I had obtained a job in my field prior to graduation.

I didn’t need their assistance

I was unaware of their services as well as comfortable in my work environment and

future work goals, so I did not look for help.

I didn’t know if they could help me find employment opportunities for the career path I

wanted to take

I didn't know it was available

Wasn’t made known to me it was available in my chose field.

I had an internship when I started with CALS that lead to full time employment after

graduation.

I was not in contact with them beside through my classes and advisor

I already had a job lined up for after graduation, which is my current job that is part-

time that transitions to full time in the fall.

Inconvenient

I didn't know they would help me find a job? Great to know now, 3 years later...

I was not aware of their services

I don't know what this is?

I have plans to attend graduate school and am currently employed

Wasn't looking for employment at the time

I was not made aware of their services

Tanner | 133

I attempted to but the website was not user friendly, I kept getting charges put on to my

bursars account that shouldn't have been charged, overall I was extremely displeased

with website and its services.

Career and Academic Services did not offer opportunity with local companies I was

interested in

I never thought about needing it, I had my advisor.

I already had found a job on my own

I did not make time to set up appointments to meet with someone who could help me

prepare and find a job.

I was able to refer to professors and specifically Kelly Jackson to find out all of the

information that I needed pertaining to career and academics

Already planning on attending graduate school immediately following graduation

I was planning to go to medical school when I was a student at U of A and did not feel

the need to use career services

I had a job already and I was happy with my progress

Tanner | 134

APPENDIX K: Student responses to

reason for unemployment, “Please describe your status”

Tanner | 135

Student responses to, “Unemployed”

I have decided to stay at home with my infant daughter for a couple years. Then will

hopefully go to grad school and complete the internship

Having a difficult time finding a job or internship

Cannot find a job or internship

I graduated in May 2013 and I was blessed to have a job offer before I even graduated.

I recently decided to look elsewhere for a new job and that is why I am currently

unemployed

Recently relocated from Tucson to Los Angeles. Worked as a case worker for mental

health in Tucson after a job posting from my advisor. Having a difficult time finding

work in LA.

Worked as a nanny/governess for 5 months and now looking for a job that includes

benefits and more stable work hours.

Tanner | 136

APPENDIX L: Student open-ended responses regarding CALS

Tanner | 137

Student responses to, “In the space provided, feel free to add additional comments regarding

your experience with CALS at The University of Arizona.”

I enjoyed my experience with CALS. However I did dietetics for my undergrad it

would have been nice to have the internship incorporated within the program because

dietetics internships are so few in Tucson.

I am happy to see that CALS now offers some study abroad programs but at the time, I

had to apply through ASU to study abroad. Also, I had an amazing adviser who

continued to offer guidance even after she left the position, all the other advisers were

not helpful and very unfriendly

I wish I had found FSHD sooner. I absolutely loved being a part of their degree

program.

I was an FSHD major and feel I was prepared extremely well for graduate school. I am

so glad I chose the U of A for my undergrad experience. CALS has given me some

very unique opportunities!

Loved my Professor, and I credit my advisor for helping me choose this major. I now

work at the Chrysler Tech Center in Auburn Hills, MI.

CALS is a great school within the U of A. My degree was in Natural Resources with an

emphasis in Wildlife Conservation and Management, which was AWESOME, but I

didn't realize (and nobody told me) that not only is the job field extremely competitive,

but jobs in themselves are rare, low paying, and usually temporary or on an internship

basis.

Tanner | 138

I cannot say enough great things about the CALS program and opportunities. There are

so many wonderful professors who served as amazing mentors during my time there

and continue to serve as mentors in my professional career. Everyone was always

supportive of my goals and ambitions and I really felt valued as a student.

I didn't have a great amount of experience with CALS as a whole, so I can't speak

much for that. However, I really did enjoy my time in the Norton School and found

that the courses were interesting and most of the instructors were great.

As a double major in Molecular and Cellular Biology and Plant Sciences as an

undergraduate, I always felt more comfortable in CALS than in the College of Science.

The undergraduate advisor for plant sciences is very good at what she does and works

closely with students to help them achieve their career goals.

I met with two different microbiology advisers and both were unhelpful in providing

me with information as far as career paths and internship opportunities were concerned.

I remember scheduling appointments with the Molecular & Cellular Biology advisers

instead because they were much more helpful.

Tanner | 139

The School of Natural Resources should encourage their students to pursue multiple

emphases while completing their undergraduate degrees. Obtaining multiple emphases

is something that can be reasonably accomplished if started early, and provides

graduates a much broader range of qualifications, and therefore increases their ability

to get jobs. Also, one of the biggest shortfalls in a School of Natural Resources degree

is the lack of preparation for subjects of study design, analysis, and funding methods.

In the real world profession these skills are crucial, and I felt it was the area that

CALS/SNRE had prepared me for the least. Perhaps a class dedicated to these subjects

and/or grant writing would be a good addition to the curriculum.

I feel that my undergraduate experience was great and it modestly prepared me for

graduate school. I don’t think I would have been prepared to go to the real world and

work outside of academia, however. There is always room for improvement: more

advisor time - it felt like we had little guidance. I could have used more guidance,

ideas, knowledge of events/organizations/internships. The nutritional sciences

community seemed disconnected, unity between professors, students, staff, the

university, and the community is needed. Ideas: recognitions, gatherings, luncheons,

activities, friendly competitions, community event participation, etc.

I particularly enjoyed the positive attitude and friendliness of the faculty and staff in

CALS, although it felt a little laid back for me.

I think CALS, specifically SNRE, prepared me for the workforce by providing plenty

of hands on opportunities to work in the field. I also believe the coursework gave me

realistic expectations of what field I was entering.

Tanner | 140

I feel the CALS college is very well organized as far as helping it's students obtain the

degree they want to achieve.

I enjoyed the subject matter that I studied while in CALS and my academic adviser

helped me find the right classes for me. However, I felt like there was a lack of career

advising for microbiology students at least compared to agriculture and veterinary

science students. When I graduated, I found it difficult to find a job and in the end I

found a job in a different field from what I studied. I use the mindset I learned while in

CALS in my current job which is great but I do wish I could have had more help in

finding a job fitting my specific education.

I do feel very strongly that an academic advisor within the Retailing and Consumer

Sciences Major should NOT be a teacher as well. There is a strong conflict of interest

The CALS Ambassador program enhanced my communication, presentation,

leadership and teamwork skills. The academic leader of the Ambassadors, taught us

how to take initiative and execute a plan. He taught us how to effectively work with

different kinds of people and identify their strengths.

I really enjoyed my degree and the community at the U of A. I most certainly use my

skills from my time there on a regular basis. In addition, I found the administration in

CALS to be accessible and extremely helpful in achieving my goals.

Most of my classes felt relevant and offered valuable information. Some, however,

such as "Agricultural Technology" felt like a waste of time and were taught by teachers

who did not grade for conceptual understanding. It was extremely frustrating.

However, most of the classes I took for my focal area and overall degree were very

enjoyable.

Tanner | 141

My major was FSHD. I felt as though most of the classes just kept repeating the same

material, always a little more in depth but certainly not an academically rigorous

environment which caused me to lose some interest in the content. I did enjoy the

program as a whole however.

The degree is excellent, but I was totally unprepared to enter the workforce with it. I

am still not employed anywhere that utilizes my degree. I loved learning, but what a

waste of money and time.

My advisor and her assistants are extremely helpful and easily accessible. They are

positive encouragement when I was struggling between life, military, school, family

and a part time job. I just want to say that I probably won't be able to achieve my

degree as fast if I didn't have their help.

RCSC was the most fun and educational time for me

Overall thinking back to classes I thought they were mostly of high quality and I

learned a lot, especially with regard to the hard sciences. However, I do not think

CALS was as valuable when considering advising/career development/overall personal

growth. The college seemed much too large, disjointed and impersonal.

The advisors were the BEST. I had friends in other degree programs and they weren't

nearly as encouraging and positive.

I loved my advisor. She had been through the dietetic process prior to advising so the

information she provided us was priceless. When a different advisor took her spot I

was unhappy. She didn't understand the process of applying to a dietetic internship

after we graduated nor did she help me in figuring out a plan with different class

options. Advisors make all the difference!

Tanner | 142

APPENDIX M: IRB Approval

Tanner | 143

Tanner | 144

APPENDIX N: Student responses to

“Employment status” and “Highest degree to complete”

Tanner | 145

Answer Response %

Employed full-time 35 49%

Employed part-time 11 15%

Attending graduate or

professional school 18 25%

Unemployed 7 10%

Table 13

Highest Degree to complete Degree Currently Pursuing

Master’s n=7 M.D

M.D. n=3 PharmD

Ph.D. n=3 DVM

PharmD n=1 M.D.

Doctorate n=2 RD Credential

DVM n=1 Professional

Documents

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